Innovation Academy Charter School

Program of Studies

 Kara Taylor “Bright Lights”; Class of 2026
2025-2026

Table of Contents

General Information

Curriculum and Credit Requirements

Credit Summary Chart and Accumulation

Add/Drop Period

Summary of Graduation Requirements

Promotion Policy

Grades

Honor Roll Recognition and Academic Probation

Dual Enrollment

Bell Schedule

Internship Program

What Are Colleges Looking For From Their Applicants?

Academic Departments

Art

Music

English

Interdisciplinary & Independent Studies

Math

Science & Technology

Social Studies

Spanish

Student Services

Wellness  

Curriculum and Credit Requirements

*In specific cases, a student’s schedule of classes may be modified

Grade 9 Required Course Work                                 Target Total: 36 credits

English Electives (2 Semester Courses)                                Full Year (6 credits)

American Studies (Social Studies)                                                     Full Year (6 credits)

Math                                                                        Full Year (6 credits)

Lab Science: Engineering or Environmental Science                                     Full Year (6 credits)

Spanish Electives (2 Semester Courses)                                Full Year (6 credits)

Art or Music        (could be taken in grade 11 or 12 instead)                        Semester (3 credits)

Wellness: Health                                                        Semester (3 credits)

Grade 10 Required Course Work                                 Target Total: 36 credits

English Electives (2 Semester Courses)                                Full Year (6 credits)

Global Studies         or AP Seminar (Social Studies)                        Full Year (6 credits)

Math                                                                         Full Year (6 credits)

Biology (Lab Science)                                                Full Year (6 credits)

Spanish Electives (2 Semester Courses/Year)                        Full Year (6 credits)

Art or Music (could be taken in grade 11 or 12 instead)                        Semester (3 credits)

Wellness: Health                                                        Semester (3 credits)

Grade 11 Required Course Work                                 Target Total:  36 credits

English Electives (2 Semester Courses)                                Full Year (6 credits)

Social Studies Electives (2 Semester Courses - over Gr 11 & 12)        Full Year (6 credits)

Math                                                                            Full Year (6 credits)

Chemistry, Green Chemistry or Other Lab Science                           Full Year (6 credits)

Wellness: Physical Education                                                Semester (3 credits)

(3) Additional Courses from any department                                (9 credits)

Grade 12 Required Course Work                                 Target Total:  36 credits

English Electives (2 Semester Courses)                                Full Year (6 credits)

Math                                                                        Full Year (6 credits)

Lab Science A & B or Science Electives                                 Full Year (6 credits)

Wellness: Physical Education                                                Semester (3 credits)

Senior Project                                                                Semester  (3 credits)

(4) Additional Courses from any department                                (12 credits)

Credit Summary Chart and Accumulation

Credits are accumulated each semester when a student earns a satisfactory Final Grade of C- or better. Therefore a student will only earn 3 credits in a full-year course if they pass one semester but not the other. (Please refer to “Summer School” for further explanation about this situation)

• Students must take 6 credits of English, Math, & Science each year

Add/Drop Period

• After classes begin each semester, there are 5 school days when students can request to add or drop classes. After this 5 school day period no changes will be made.
• If a student wants to add/drop a full-year course, it must be done during the 5 day period during semester 1 only.

Summary of Graduation Requirements

• Meet all department credit requirements.
• Earn the minimum number of total credits (136 credits)
• Successfully complete Senior Project.
• Successfully complete the Competency Determination requirements.
• Have a satisfactory attendance record at school according to our attendance policy, which includes completing all community service hours.
• In order to participate in the graduation ceremony, students cannot be more than 6 credits short of the required credits.

Note: The school reserves the right to waive, adjust or modify this policy based on the individual needs of students.

Promotion Policy

A strong academic record is the first indication that a student is ready for promotion to the next grade level.  Since the mission and focus of IACS is to prepare students for the real world of college and work, the promotion policy encompasses a number of other areas where students must meet a high standard in order to be promoted to the next grade level.  

Promotion Requirements: Class of  2026, 2027

1. Meet the minimum number of credits earned to be promoted:

• Minimum Credit Disclaimer: if a student only had the minimum # of credits to move to grade 12 and passed all classes senior year, they would still be 1 credit short. Classes would have to be taken online or at night at a community college (at their own expense), or they would have to return to complete the classes during the fall semester.  

2. Complete a satisfactory Presentation of Learning or Senior Project.
3. Have an updated and comprehensive Digital Portfolio.
4. Have a satisfactory attendance record at school according to our attendance policy.

Promotion Requirements: Class of 2028 and beyond

1. Meet the minimum number of credits earned AND meet the minimum progress in department credits to be promoted:

2. Complete a satisfactory Presentation of Learning or Senior Project.
3. Have an updated and comprehensive Digital Portfolio.
4. Have a satisfactory attendance record at school according to our attendance policy.

If a student has not met the above standards during the school year, the following options are available for each standard:

1. Below a C-:  For any English, History, Math, or Science class in which you receive a final  grade of D-, D, or D+, you will be assigned a credit recovery course  (see Summer School policy in the Student Handbook).  Courses in which you receive a final grade of F are not eligible for credit recovery.   IACS does not offer online credit recovery for art, music, wellness or Spanish classes.  Successful completion of a credit recovery course will NOT replace a failed grade on a student transcript.  The earned credit will be reflected in the student’s transcript in a separate entry as Pass/Fail.  
2. Unsatisfactory POP or Senior Project:  You will have to repeat your POP or Senior Project by setting up a new date and time with your advisor or Senior Project teacher.   This time must meet at a time convenient to your advisor.
3. Unsatisfactory Digital Portfolio: Students who fail to complete a digital portfolio by the end of the school year will need to complete this with an HS administrator over the summer to be promoted.
4. Unsatisfactory Attendance:  Students who lose credit (ANC) for poor attendance may attend summer school.

Note: The school reserves the right to waive, adjust or modify this policy based on the individual needs of students.

Credit Recovery Policy and Purpose

The primary purpose of the IACS credit recovery is to give students an opportunity to earn credit for courses they did not pass during the school year. (see previous sections on “Credit Summary Chart and Accumulation” and “Promotion Policy”)  Due to the abbreviated length of summer, students who earn D-, D, or D+ in a semester class are eligible for credit recovery. Students who earn below a D- must repeat the class.  IACS has contracted with an online provider for courses, but students may also take courses from another provider as long as they are equally comprehensive from an accredited school and have been approved by the Principal.  

Credit recovery courses must be completed by August 15th  following the end of the school year and the maximum number of credit recovery courses students may complete in one summer is 3 courses.  Successful completion of a credit recovery course will NOT replace a failed grade on a student transcript. Students who successfully complete a credit recovery course will earn 3 credits per course, listed as a separate line item on their transcript.   Students may not enroll in a summer school course if they earned passing grades for both semesters in an attempt to improve their grade. Students who do not successfully complete credit recovery courses will not be given credit for courses previously not passed and the online courses will be disabled at the start of the following school year.  

Sample Schedules

Grade 9

Grade 10

Grade 11

Grade 12

Grading System

IACS Grading System Purpose

The purpose of the IACS grading system is to communicate a clear and accurate accounting of students’ academic achievement. Our aims of our system are to:

• Reflect academic achievement accurately
• Provide meaningful feedback to students and families in a clear and timely way
• Reflect consistency within and among courses, grade levels, departments, and schools
• Be fair, transparent and, user friendly
• Be aligned with curricular standards
• Reflect high expectations of all students

IACS Grading Philosophy

• We communicate clear expectations of what the student will know and be able to do via essential questions and daily learning targets. We utilize rubrics to clearly define what mastery of the skill looks like
• We do not offer extra credit or bonus points, as we ensure that student work is measured against the learning goals and  we consider regular assignments integral to the course
• We utilize a variety of assessment methods at different stages of learning to help drive instructional decisions and measure progress towards mastery.
• We use assessment practices to support student learning and help students develop a growth mindset. We value both the product and the process. We believe revision and reflection are integral parts of the learning process. As a result, students receive multiple opportunities to demonstrate mastery of content and skills. This may come in the form of a revision, a retake, or an alternate form of assessment on the same skill.

All students at Innovation Academy Charter School are assessed using a standards-based proficiency scale (see diagram below). The school year is divided into two academic semesters. Semester assessments are published to our Aspen portal at the close of each semester (January and June). There is also one mid-semester progress report published to the Aspen portal each semester. This grading policy outlines how students will be assessed in this course.

Assignment Grading

All graded formative work should be entered into Aspen using one of the numeric values from the 4-point grading scale.

For summative assessments, averaging can be used to provide a more precise overall grade when appropriate. For example:

• If rubric indicators are of equal value, their scores may be averaged to determine the final grade.
  
• For tests where each question is graded on a 4-point scale and all questions carry equal weight, the overall score may be calculated by averaging the individual question scores.

What Is the 0–4 Scale and How Does It Work?

Educational research shows that using a smaller grading scale leads to greater accuracy and consistency across teachers. At IACS, we have adopted a 4-point scale for its clarity and its alignment with the traditional college GPA system.

The reliability of the 4-point scale depends on having clear, well-defined descriptors that outline what mastery of a learning target looks like at each level. Teachers will collaborate to calibrate learning targets and develop a shared understanding of the expectations for each performance level.

End of Semester Grades

Grades are calculated  based on the criteria below and reported out on Progress Reports and Report Cards based on the table below.  Strands grades are averaged according to weights set in syllabus documents/Aspen.

Honors Credit

Grades for honors assignments will be entered separately in Aspen, and can either positively or negatively affect a student's final grade.  Students can choose to drop Honors up until the Honors drop deadline.  If a student chooses to drop Honors before this deadline, the grades for the honors work they have completed to date will be removed.  Teachers can also decide that students should be dropped from Honors due to insufficient Honors work being completed or work not showing mastery.

The Honors program and Honors-required classes are open to all students, including those with IEP or 504 plans.  Students with IEP or 504 plans who elect to take Honors are eligible to receive all accommodations offered by their plans. As honors work requires a higher level of content understanding and an increased workload,  students with modifications to their work or course load and their families should contact the class teacher and liaison before signing up for Honors.  A conference will then be scheduled to discuss the individual honors work for that student.  Honors work is not modified for complexity/content.

Honor Roll Recognition and Academic Probation

Students who earn a term grade of at least 3.5 in every class earn high honor roll recognition; students who receive a term grade of at least 3.0 in every class earn honor roll recognition. Any student who receives a term grade of D or F in any class is placed on Academic Probation until they earn passing grades on the next report, Progress or Term.

STEM Endorsement Program

*STEM = Science, Technology, Engineering, and Math

The STEM Endorsement program is a way to encourage and recognize student pursuits in science and math. By going above and beyond the expected graduation requirements and completing the additional requirements described below, you will:

• Increase your STEM literacy and engagement.

• Have the distinction of “STEM Endorsement” included on your high school transcript as well as cords you can wear at graduation.

• Be able to add “STEM Endorsement” to your recognitions and awards on your college application, resumes, etc.

• Upon graduation receive a certificate and/or trophy of recognition of your achievement.

STEM Endorsement Requirements:

• A. Take at least two science electives (or one full-year course) beyond the graduation requirements.

• B. Take 6 semesters of honors in your science classes.

• C. Take 6 semesters of honors in your math classes.

• D. Complete 60 hours of science and/or math enrichment and learning outside of school hours  (ex. STEM internships, enrichment programs and clubs, independent research, etc.). These hours must be approved by the Math/Science department; We strongly encourage you do this BEFORE starting. One place to find science enrichment ideas is here. To find more specific details about what counts for enrichment hours see the linked document

1. Declare your interest in participating in the STEM Endorsement program by filling out this google form.

2. Keep track of your progress on the log. Make sure to get your enrichment hours approved. Hold on to any emails, certificates, etc. as evidence of participation.

3. Meet with Ms. Cynar (science) and Ms. Molenaar (math) to get your enrichment opportunities approved.

4. Schedule a time to review your transcript and documentation for STEM Endorsement for final approval with Ms. Deknatel.

Dual Enrollment - Early College Program

The Massachusetts Dual Enrollment Program was established by the Education Reform Act of 1993. The program provides qualified high school students the opportunity to take courses at public colleges and universities and thus earn both high school and college credit. Beginning in 2016, IACS gained approval from MCC to offer several Dual Enrollment classes at our campus. These courses are taught by our own teachers who have been granted adjunct faculty status by Middlesex Community College. This is extremely convenient for students since they do not have to travel to one of MCC’s campuses.

Approved Courses

• ENG 419WW DE - College Writing (ENG 101 - English Composition 101 - Gr 11-12 only)
• ENG 423DE Literature of Protest & Hope (Grades 10-12)
• ENG425WW- Research and Composition (MCC ENG 102- Prerequisite ENG 419WW)
• LAN Span 447 DE - La Guerra Civil Espanola y la Dictadura de Franco (MCC Lan 251)
• LAN Span 436DE- Ritmo, Color, y Sabor (MCC Lan 252; Prerequisite is MCC Lan 251)

For Fall 2025 and Spring 2026, the following courses will be available for students to take online (asynchronously) with a MCC professor. Students will be given a Guided Study to take these classes. These classes will fulfill a graduation requirement as an elective in the social sciences/history. Students must register with Ms. Deknatel before the beginning of the semester:

• BUS 110- Introduction to Business
• PSY 101- Introduction to Psychology
• SOC 101- Introduction to Sociology

Requirements:

• GPA of 2.0 or better (non-negotiable with MCC).
• Spanish classes are open to any student that is in a Level 4 class. Students must have earned credit for LAN Spanish 440 before LAN Spanish 443.
• Other classes are open to Juniors and Seniors (some English classes are open to grade 10, noted above).
• Approval of the College Counselor (excellent attendance and work habits).
• Courses must meet high school graduation requirements and be approved by the college counselor.

MCC Requirements:

• Complete application & registration (paperwork will be provided at the start of the semester).
• Attain a minimum score on the PSAT (480 on Reading & Writing) AND receive a  teacher recommendation OR complete a self-placement exam and receive a teacher recommendation.
• In order to receive a teacher recommendation, students generally need to have demonstrated proficiency in their ELA courses and/or math courses.

Other Information:

• Students are financially responsible for all Dual Enrollment Courses. However, MCC usually has a limited number of scholarships that are available. The availability of scholarships is dependent on funding from the state. When available, students are able to request a scholarship for a maximum of one class per year.
• Example of cost: Most classes are 3 credits, so taking one class for the Fall Semester would cost a high school student around $384 ($128/credit).  Families should research the exact costs because there may be other fees involved as well.
• Massachusetts state colleges and universities give additional GPA weight for Dual Enrollment courses (Grades received in dual enrollment courses receive additional weight as colleges calculate an applicant’s weighted GPA. DE classes receive an additional 1.0,  the same weight given for grades earned in Advanced Placement courses. For instance, if you earn a B in a Dual Enrollment class, that will be a weighted 4.0 instead of the unweighted 3.0.)
• Students must provide their own transportation (not applicable if taking on IACS campus or online).
• Students may have a reduced IACS schedule if they are taking the classes off campus.
• Timeline:             

• Fall Semester: students typically register for classes April-June
• Spring Semester: students typically register for classes November-December
• Summer Sessions: dates vary - contact college. Summer coursework at MCC does not count toward HS graduation credit, but students can enroll and take courses for enrichment or for college credit. They will not receive the 50% discount for summer coursework as the classes do not count toward HS graduation credit.

All public colleges in Massachusetts (and New England) will accept DE credit for college credit, which may end up saving you time and money…however,  there are many (selective)  private universities that will not accept the MCC credits as college credit, but will still see that you took the most advanced and challenging courses available when evaluating your admission. Please see Ms. Deknatel for information.

Bell Schedule

2025-2026

What Are Colleges Looking For From Their Applicants?

Colleges look for students who have challenged themselves academically in high school. Though your grades do not have to be perfect, you do need to demonstrate that you are ready for the rigor of college-level coursework.

Students should aim to challenge themselves whenever possible by electing to take courses for honors-level or Dual Enrollment credit. Colleges will see your final semester grades from the beginning of 9th grade through senior year, and they will be looking for upward trends in your GPA as you progress through high school.

In order to be admitted to most colleges, you will need a solid GPA and the following high school coursework for admissions consideration:

• 4 years of English
• 4 years of Math: (a) must take a course during senior year, (b) courses through Algebra II at a minimum (From MA Dept of Higher Ed: Algebra I, Algebra II, Geometry or Trigonometry and one other comparable Math course during the fourth year of HS)
• 3 years of Science (including three years of lab sciences)
• 2 years of Social Studies (including one year of U.S History/American Studies)
• 2 years of World Language (in a single language)
• 2 years of Electives (from the above subjects, or from Arts & Humanities or Computer Sciences)

Students applying to academic majors including Nursing, Computer Science, and Engineering need the following course specific classes for best consideration…

• 4 years of Math (From UMass Amherst: Algebra I & II, Geometry, and an advanced math course, such as Precalculus, Calculus, Statistics or Trigonometry)
• 4 years of Science (all STEM majors should have Chemistry and future engineering majors must have Physics)
• Students planning on majoring in the life sciences are recommended to take Statistics.

Students applying to academic majors including Business or Management need the following course-specific classes for best consideration…

• 4 years of Math (including Precalculus, and if possible, Calculus)

Students applying to selective to highly selective institutions need the following course specific classes for best consideration…

• 4 years of Math (including Calculus)
• 4 years of Science (including Biology, Chemistry and Physics)
• 4 years of History
• 4 years of World Language (in a single language; the fourth year of a world language can also be replaced with an appropriate rigorous course from a different department)

Students can feel free to meet with Ms. Deknatel in the College Counseling office at any point should they have specific questions about courses to prepare themselves for college and for certain majors.

Students who are not planning to apply to college after high school can also meet with Ms. Deknatel to chat about career options, trade education, gap years, or community college certification programs.

Internship

Innovation Academy has a robust internship program available to juniors and seniors.  Students can take an internship as one of their 6 classes and earn credit.  IACS has established internship partnerships with many businesses and nonprofit organizations, but students are able to suggest their own contacts. In addition, many internship mentors appreciate it when students display interest, self direction and effective communication by seeking an internship on their own.

Benefits to Participating in an Internship

1. Internships provide an opportunity to explore career options.
2. Internships place you in a workplace where high school students usually wouldn’t be able to secure on their own. While typical high school jobs can help you earn money and teach responsibility, internships often expose students to skills and a workplace environment that one would only experience after attaining a college degree.
3. Internships make a great addition to a job resume or college application. Whatever your future holds, the better you can demonstrate experience working among adults in a professional environment, the more attractive you will be as an applicant.
4. Internships open up job opportunities. Several students have been offered summer and year round jobs at the close of their internship. In fact, an IACS graduate who went on to graduate college accepted a job where he interned during his senior year at IACS!

Internship Sites: Below is a partial list of sites IACS students have interned at.

Off Site:

On Site at IACS:

Prerequisites

Given the independent nature of the work involved in the internship program, in order to participate, students will be required to:

1. Have passing grades and demonstrate strong work habits at IACS.
2. For an off site placement, students must have a driver’s license, access to a vehicle and/or reliable means of transportation to get consistently to and from an internship.

Logistics

• To sign up for an internship, students can enroll in the internship course in Aspen and will be contacted to learn more about their interests.  If a student is interested, but unsure of whether they’d like to pursue credit, they should complete the Internship Interest Survey emailed to incoming juniors and seniors in late May.  Each student who completes the survey will be contacted to discuss availability, interests and potential sites.
• Students can opt to earn credit for their internship or they may complete an after school internship as an extracurricular activity.  
• When thinking about locations for internships, it is important to consider that students will need to provide for their own transportation. Internship locations will be discussed with students and families prior to final placements. If transportation is an issue there are internship opportunities available on campus.

Juniors:

[INT300 AFTER] Internship                 3 credits                                Sem 1 or 2                

Internship offers juniors an opportunity to explore career options during after school hours only.  

Seniors:

[INT400 AFTER] Internship                 3 credits                                Sem 1 or 2

Internship offers seniors an opportunity to explore career options after school hours only.   

[INT400 SCHOOL DAY] Internship          3 credits                                Sem 1 or 2 Internship offers seniors an opportunity to explore career options as one of their six courses.  Depending on a site’s availability, seniors could enroll in an internship on or off site during school hours.  Off site internships often extend beyond the school day. *Note: Students will need to provide their own transportation to and from the internship site.

Art

• Graduation Requirements:  2 semesters in either Music or Art or a combination.

Overview

Creative expression is an innate human instinct, a tradition of all world cultures, and an increasingly important skill in contemporary society. The Art Department consists of visual fine arts and design. In all art classes, students will learn about techniques and materials, be exposed to a diversity of art, and be provided the opportunity to express themselves through their art. The department’s goal is to empower students to be independent and critical thinkers, artists, and literate audiences of the arts.

• All classes may be taken for honors credits.
• Advanced Art Portfolio is suggested for Sophomores, Juniors & Seniors looking to create, define or enhance their portfolios prior to applying to art schools.
• Advanced Art 2 is only open to juniors and seniors who have previously taken at least 2 art classes and have teacher approval.

[ART 171]  Sculpture

Grade 9-12        3 credits        Sem 1

In Sculpture, students will explore sculptural art practices developed throughout the history of art. Students will learn about various technical concepts, look at historical examples, create personally expressive projects, and experiment with a variety of fine art subjects and materials.

[ART 173]  Design 3D

Grade 9-12        3 credits        Sem 1

In this class students will learn about various 3-D design concepts and how they are used in the world around us. This class will  look at examples of commercial art, create studies and projects designing and redesigning products, and develop skills for assessing and developing commercial objects. Projects will focus on architecture, interior design, fashion design, and transportation.

[ART 176] Illustration

Grade 9-12        3 credits        Sem 1

This class will explore visual storytelling through a variety of illustration techniques as they make personal original stories, characters, settings, and objects. Projects will be open-ended and offer students the opportunity to express themselves and bring their creative stories and ideas into their class work.

[IDS 180 ]  Art History

Grade 9-12        3 credits        Sem 1

**Students may take this course for Art or Social Studies credit.

In this class, students will learn about historical intentions, practices, and styles that build off one another through art eras and their own personal practice. Students will learn about multiple historical art movements as well as techniques specific to the creation of works in that movement. The class will create multiple mini projects showing their understanding while focusing on 3 larger cumulative pieces at the end of each Era.

[ART 465] Advanced Art Portfolio          3 credits                                            Sem 1

Grade 11-12

*This class can be taken more than once.

This class is designed for students who are considering art school as an option or looking for a place to continue independent, structured art making. The group will work on pieces that college admissions specifically look for while accepting visual art students to their program. This will include; a personal voice piece of art, a piece that showcases material and/or subject matter range, and a technical skill piece. We will have critiques, discuss how to write about our work and engage with work meant for submitting their portfolios to colleges post high school.

[ART 170]  2D Fine Art

Grade 9-12         3 credits        Sem 2

2D Art is a fine arts course in which students are introduced to the building blocks of drawing and painting. Fundamental concepts include realistic value drawing, perspective drawing, color theory, color mixing, composition, and ideation. This course sprinkles art history

throughout, encouraging students to develop their own artistic self-expression and expand their understanding of various techniques employed by artists throughout history. Students will employ 2D materials including drawing pencils, charcoal, ink, acrylic paint, and pastels.

[ART 177]  Photo & Video

Grade 9-12        3 credits        Sem 2

Students will learn about the history and technology of film and photography. In photo projects, students will explore photograms (camera-less photos) and digital photography. In film projects, students will create live-action and stop-motion animated short films. The class will look at historical examples of photographs and films, practice skills for analyzing art, and learn basic design elements.

[ART 179] Mural Art

Grade 9-12        3 credits        Sem 2

In this class, students will learn about historical and contemporary intentions, practices, and styles of mural art. Students will learn general 2D art skills as well as techniques specific to the designing and creation of murals. The class will create large collaborative murals about different themes, which will be displayed around the school when complete.

[ART 463]  Advanced Art 2 (Contemporary)

Grade 11-12        3 credits        Sem 2

In this class, students will learn about contemporary and historical artists and artworks, and experiment with creating works of art using contemporary artistic strategies. Projects are open-ended, and offer students the opportunity to express themselves, and bring their interests and ideas into their class work, and further develop a personal voice as an artist. Advanced Art is only open to juniors and seniors who have previously taken at least 2 art classes and have teacher approval.

Music

• Graduation Requirements:  2 semesters in either Music or Art or a combination.

Overview

The Music Department strives to teach students about the technical principles of music, to expose them to a diversity of styles and genres ranging from the renaissance to contemporary popular music and to provide them with the tools to create expressive pieces of music. The development of technique, exposure to historical and contemporary music, and freedom of expression are all integral to empowering students with the skills to be independent, creative, and critical thinkers, as well as successful musicians and literate consumers of music.

All classes may be taken for honors credit and are subject to the unique honors requirements of each class.

[MUS 204]  Chorus

Grade 9-12        3 credits        Sem 1 and/or Sem 2

*This class may be taken for multiple years and for one or both semesters.

Chorus is a performance ensemble open to anyone in grades 9-12. Students in this course will learn proper singing technique in a classical foundation. Students will rehearse and perform a variety of traditional and contemporary choral repertoire. Students will work to develop a sense of responsibility to themselves and the group, as they rehearse and perform as a team. Attendance at all performances is a requirement of this course.

[MUS 405]  Instrumental Ensemble A/B

Grade 9-12        3 credits        Sem 1 and/or Sem 2

*This class may be taken for multiple years and for one or both semesters.

This course provides students with learning and performance opportunities on wind, string and percussion instruments. The primary focus is on the development, continuation, and expansion of basic skills that are necessary for effective instrumental music performance. The repertoire includes works from Western art musical traditions as well as arrangements of popular music and world music traditions. Students should have at least one year of experience on their instrument and at least a working knowledge of notation reading. Students that have not previously participated in the Instrumental Ensemble or the Middle School Band will need to audition into the class.

[MUS 174]  Intro to Guitar  

Grade 9-12        3 credits        Sem 1

This course is designed for the beginner guitar student looking to learn the basics of music notation, chords, picking and strumming technique. The students will learn to perform solo, duet, and ensemble pieces in a group setting. This course is also designed for the continued study of guitar. Students will learn more advanced concepts in music notation, picking and strumming technique and chord structures. The students will perform in solo, duet and ensemble pieces in a group setting. The course also includes music fundamentals, theory, songs, performances, listening, improvising, and learning to read standard music notation as well as tablature.

[MUS 300] Music Studio

Grade 9-12        3 credits        Sem 1

Throughout this hands-on course, Students are encouraged to learn and develop skills as producers and expressive creators of music and sound design.  Digital audio and MIDI will be used and incorporated to create a variety of student driven music production projects.  Students will learn basic concepts on making beats and music patterns to be used in music production.  Using a Digital Audio Workstation (DAW), students will create musical projects of their own inspired by the topics being studied in class. Students who choose to can write songs using instruments that they already play, however no prior musical experience is required to take this class.

[MUS 176]  Piano Lab

Grade 9-12        3 credits        Sem 2

This course is designed to be an introduction to Piano playing and Music Theory. Students will learn to play basic piano chord charts for popular music styles, read standard music notation, and develop an understanding of rudimentary music theory concepts. Students who desire to pursue advanced music study are strongly encouraged to enroll in Piano Lab, however, no previous musical experience is required to take this class.

[IDS 170]  History of American Popular Music

Grade 9-12        3 credits        Sem 2

**Students may take this course for Music or Social Studies credit.

This interdisciplinary course seeks to map historical significance of popular music in the United States from the late nineteenth century to the present. Students will be asked to analyze music as a dynamic historical force, examining it not only as text, but also in its embedded contexts: the cultural, social, political, and economic dimensions of genres including blues, jazz, rhythm and blues, country, folk, soul, rock, disco and hip-hop. Working toward a set of overarching themes, students will explore popular music as an art form, a business, a medium for shaping identity and making meaning, an entity encompassing both conflict and consensus, a local, national, and global phenomenon, as well as its role as a key area in the life of Americans.

English

• Graduation Requirement: 8 semesters (4 years) of English electives and students must take 6 credits of English each year.
• This will include 2 semesters of writing workshops (one in grades 9-10 & one in grades 11-12)

Overview

The English department offers courses that focus on the development of reading, writing and speaking skills, and writing workshops which focus intensively on writing and involve less practice in the other skills.

All students must take at least one writing workshop during their 9th and 10th grade years and another during their 11th and 12th grade years. Consequently, students who have not yet taken writing workshops will get priority when assigning courses, so students who have already taken writing workshops should understand that other students have first priority. To ensure students have a balance of reading and writing in their English studies, students must take at least one standard English course (non-workshop) each year.

For students in need of additional support in strengthening reading and writing skills, the English department offers Foundations courses for students in Grades 9-11. Foundations courses are designed to help students succeed in high school and beyond. Teachers recommend students for placement in Foundations courses based on a number of assessments, including semester grades and MCAS.

For students seeking an additional challenge, any English course may be taken for honors. Taking courses for honors means taking on a more challenging workload, such as independent reading and more advanced versions of class projects and assignments.

*** Course offerings, number of sections, teachers, and the semester in which they are offered are all subject to change based on enrollment and scheduling needs.

Foundations courses are designed to help students succeed in high school and beyond. Ninth and tenth graders should register for this course if they see it listed in Aspen as the teacher- recommended placement, as that means the student meets the criteria. This document outlines the entrance and exit criteria.

[ENG 122]  Friendship, Foes, and Folly: The High-School World

Grades 9-10                                        3 credits                                        Sem 1

In this class, we will examine literature relevant to the high-school world. We will employ multiple strategies to improve basic reading and writing skills, while strengthening critical thinking and self-reflection skills. While this class will focus on many skills related to academic behavior, we will also work on developing self-confidence and self-awareness. This course will require reading high-interest texts, writing both formally and informally, working in groups, and delivering polished presentations.

This is a Foundations course, with the goal of improving fundamental skills that are essential to students’ future success in school. As skills and confidence improve, the work will become more rigorous, allowing students to flourish in subsequent classes.

[ENG 119]  Crime and Punishment

Grades 9-10                                        3 credits                                        Sem 2

In this class, we will explore various aspects of human nature and justice while reading entertaining literary works. We will employ multiple strategies to improve basic reading and writing skills, while strengthening critical thinking and self-reflection skills. While this class will focus on many skills related to academic behavior, we will also work on developing self-confidence and self-awareness. This course will require reading high-interest texts, writing both formally and informally, and delivering polished presentations.

This is a Foundations course, with the goal of improving fundamental skills that are essential to students’ future success in school. As skills and confidence improve, the work will become more rigorous, allowing students to flourish in subsequent classes.

[English 219] 20th & 21st Century African-American Literature

Grades 9-10                                        3 credits                                        Sem 1

African-Americans have been a driving force in shaping the literature, art, music, and culture of America in the 20th and 21st century. Toni Morrison once said, “A writer's life and work are not a gift to mankind; they are its necessity.” From narratives of enslavement, to the poetry of the Harlem Renaissance, to the works of contemporary Black authors: this course introduces students to the African-American literary tradition and explores why it is necessary to study these works. Students will strengthen their critical thinking, reading, and writing skills while exploring issues related to culture, race, identity, and history.

[English 246] Leading Ladies

Grades 9-10                                        3 credits                                        Sem 1

"There are two powers in the world; one is the sword and the other is the pen. There is a third power stronger than both, that of women." — Malala Yousafzai

Amidst evolving gender roles and stereotypes, women have worn many hats and have forged their own paths through impossible tribulations. From the literature of the late 18th century, through the Victorian era, and into the 21st century, the role of the woman has been molded by trial, sexism, sexual identity, and more. In this course, students will devour a few literary classics and plays starring and written by ambitious women, and explore women’s roles in popular culture through film. Students will develop an understanding of modern feminism and how we arrived where we are today, from the acts of the Suffragettes fighting for the right to vote through the Me Too movement, and will be able to respond to both ideas from both the past and the present. Finally, this course will urge students to envision the future for the leading ladies of tomorrow and where they might fit into that future.

[English 241] World Religions

Grades 9-10                                        3 credits                                        Sem 2

This course will inform students of the major world religions’ beliefs and histories. The focus is on comprehending, analyzing, and evaluating different worldviews—essential skills for our diverse world—so students do not need to be religious to succeed in and benefit from this class. Students will be responsible for understanding and analyzing the characteristics of different cultures, while building their writing skills by engaging mainly in reflective and argumentative writing.

[English 155]  Allegory in Literature

Grades 9-10                                        3 credits                                        Sem 2

An allegory is something that tells one story on the surface, but can also be read as a representation of an event or issue in the real world.  In this course, we will look closely at the nature of allegory in both art and literature and consider how and why allegories are created, as well as their effectiveness and limitations.

[ENG 231WW]  Close Reading and Writing Workshop (Writing Workshop)

Grades 9-10        3 credits        Sem 1

Writers make deliberate and important decisions about elements that range from what to name a character, and where to set a story, to word choices and punctuation marks. Students in this course will explore the reasons and patterns behind these choices as they read, analyze short stories and poetry, and make connections between literary elements and themes. Writers in this class will craft analytical essays based on close readings of literature, emulate the style and techniques of the works we read, and complete other written responses as they strengthen both their close reading and writing skills.

[English 236WW]  Poetry Workshop (Writing Workshop)

Grades 9-10        3 credits        Sem 1

In this course, we will read a wide variety of poetry from various time periods, cultures, and styles, viewing each poem as a filter through which we can examine and find meaning in individual and universal experiences. We will examine the poetry that already exists in our daily lives: in the lyrics of our favorite songs, the chants we use to taunt our basketball opponents, and even our informal conversations. We will also encounter a number of published poems as we consider how professional writers make their work effective by following conventions of form, style, language (and by breaking rules as well). Most importantly, we will learn to play with words, to see the mundane in a new light, and to use language to bring us closer to understanding ourselves and our world.

[ENG 212WW]  Rhetoric (Writing Workshop)

Grades 9-10        3 credits        Sem 2

Do you have a passion for debating? Do you always feel the need to prove that you’re right? In this course, you’ll have the chance to do both as we explore the many rhetorical devices used to solidify and strengthen an argument. During this course, we will have the opportunity to look through various speeches, essays, editorials, social media posts, and advertisements in order to fully grasp how the proper use of rhetoric may influence our thoughts, emotions, and decisions. By doing so, we will also become more skilled in the art of persuasion, thereby allowing us to create pieces that are sophisticated, intelligent, thought-provoking, and –most importantly– persuasive.

[ENG 226WW]  Introduction to Journalism (Writing Workshop)

Grades 9-10        3 credits        Sem 2

In today’s fast-paced media world, the ability to research, report, and tell impactful stories is essential. This introductory journalism course will teach students the fundamentals of news reporting, investigative journalism, and multimedia storytelling.

Through hands-on projects, students will address real-world issues in our school and community, sharpening their skills in interviewing, research, fact-checking, and ethical journalism. Students will collaborate in an editorial-style environment, produce work for potential publication, and critically analyze professional journalism. Though separate from The Innovator, our school’s student-run newspaper, students will be encouraged to submit their work for publication, gaining real-world experience. By the end of the course, students will be confident writers, ethical reporters, and informed citizens ready to navigate the evolving media landscape.

[ENG 419WW DE]  College Writing (Writing Workshop)

Grades 11-12        3 credits        Sem 1

This is a dual enrollment course offered at IACS that is the equivalent of ENG 101 at MCC.

This course introduces students to the kinds of expectations and writing tasks they may find in college, with a special focus on developing their writing, close reading, and critical thinking skills. Using a writing process that includes pre-writing, drafting, peer and instructor feedback, and revision, students will produce argumentative, analytical, and narrative essays. In line with the English Composition I course at Middlesex Community College, students should expect to produce a total of 14-20 pages of polished writing by the end of the semester.

[ENG 425WW DE]  Research & Composition at the College Level (Writing Workshop)

Grades 11-12        3 credits        Sem 2

This is a dual enrollment course offered at IACS that is the equivalent of ENG 102 at MCC. Students must have completed ENG 419WW/MCC ENG 101 with C- or higher to enroll for MCC credit.

Building on skills developed throughout high school, students will sharpen their academic writing, close reading, critical thinking, and research know-how. Using a writing process that includes pre-writing, drafting, instructor and peer feedback, and revision, students will produce thesis-driven, evidence-based essays that employ appropriate rhetorical strategies. In line with the English Composition 2 course at Middlesex Community College, students will be introduced to at least two documentation styles and will produce a total of 18-24 pages of polished formal writing in three or more source-based essays. 

[ENG 423DE]  Literature of Protest & Hope

Grades 10-12        3 credits        Sem 2

This is a dual enrollment course offered at IACS that is the equivalent of ENG 125 at MCC.

An exploration of protest and hope found in literature, music, and art throughout the world. We examine art forms such as short stories, poetry, drama, music, paintings, and film which helped to inform, sustain, comfort, and empower during difficult periods of human history. We look at and listen to voices of dissent, despair, and hope, which may include artistic responses to the Holocaust, China’s cultural revolution, 9/11, the Cambodian “killing fields,” American abolitionist and civil rights movements, human rights struggles in Latin America, South Africa’s apartheid years, and conflicts in the Middle East.

[ENG 312]  Dystopian Literature

Grades 11-12        3 credits        Sem 1

Dystopias pit individuals against oppressive governments, religious institutions, corporations, and environments as they struggle to survive in a world that has become, literally or figuratively, diseased. Often set in the future, they grapple with real and current issues including oppression, persecution, destruction, dehumanization, conformity, and the unintended consequences of technology. In this course, we will address the questions and warnings this genre of literature explores. Texts will include short stories by Ursula K. Le Guin, Ken Liu, Ray Bradbury, and Genevieve Valentine. We will also read Octavia Butler’s Parable of the Sower, Margaret Atwood’s The Handmaid’s Tale, and watch episodes of The Twilight Zone. By considering how fictional societies can go wrong, we will also think critically about how systems of power function in our own world and what can be done to interrupt injustice. 

[ENG 353]  Tainted Love

Grades 11-12        3 credits        Sem 1

This course will examine works of literature from the nineteenth and twentieth centuries to analyze how romantic love can be corrupted, redeemed, or sublimated. Students will investigate how love shapes, and is shaped, by culture, philosophy, and religion, mapping the intersections between the personal, the political, and the transcendent.

[ENG 360]  Villains of History ENG

Grades 11-12        3 credits        Sem 1

It is said History is often written by its victors—but is it shaped just as much by its “villains”? Those who ruled with iron fists, spread fear, and left legacies of destruction in their wake, often blurring the line between tyranny and necessity, evil and power, control and rescue. This course is designed to challenge students to critically examine some of history’s most infamous figures, analyzing and questioning whether they were truly villains or merely products of their time. Through a deep dive into pivotal eras, we will analyze how fear, ambition, and survival shaped the actions of leaders, warriors, and outcasts. From the Fall of Rome through the Middle Ages and beyond, we will explore dark figures in history such as the Witches, Vikings, corrupt religious figures, royalty, and more. Uncovering the darkest figures of history, we will ask ourselves the most revealing question: were these figures monsters, or were they forced into action by the violent, chaotic worlds in which they lived? By grappling with historical narratives and moral dilemmas, this course invites students to reconsider what it truly means to be a “villain”.

**Villains of History is offered in parallel with a Social Studies elective with the same name. Students should enroll in both classes as they are planned as cross-curricular classes.

[ENG 339]  Intersecting Identities

Grades 11-12        3 credits        Sem 2

This course explores the theme of identity and intersectionality in various texts and asks essential questions such as: What is identity? What makes each of us who we are? How does intersectionality relate to identity? What parts of our identity do we choose for ourselves and which parts are determined for us? How does understanding our individual identity help us to connect and empathize with others? How do our identities inform our values, ideas, and actions? In what ways do we assume different identities in different contexts? How do we manage multiple identities? In this course, students will build on their reading fluency, learn to read closely and critically, practice active reading strategies, and engage in small-group and whole-class discussions. Students will also practice their writing skills through both formal and informal assignments.

[ENG 361]  Fantasy & Folklore

Grades 11-12        3 credits        Sem 2

Based heavily in folklore of different cultures, fantasy is a genre that has become increasingly more popularized. This course will examine how fantasy first began as a genre and has grown over centuries of authors creating and building worlds that we can escape to. Students will examine the core elements of folklore and analyze how the myths that are ingrained in our cultures have grown into its own genre. Students will analyze how authors create their own worlds that are closely tied to, and frequently make statements about, our real world.  Students will learn to analyze core elements of both fantasy and folklore, examine connections between the fictional world authors have created and the world in which we live, and will have the opportunity to dive into their own creativity while they build their own fantasy world.

[ENG 327WW]  Analytical Writing (Writing Workshop)  

Grades 11-12        3 credits        Sem 1

In this writing workshop, we will focus on how literary elements contribute to theme and argument in literature. Through our examination of connotative meanings, patterns of details, imagery, figurative language, and syntax, we will learn to write about how authors’ technical, literary, rhetorical, and stylistic choices add meaning and dimension to their works. We will learn to express our ideas with clarity and precision as we develop our own voices and styles on paper. We will become adept at the technical aspects of analytical writing, as we hone our reading and research skills, and practice effective embedding and citation techniques. Major assignments will include close reading passages, literary analysis essays, and research papers.

[ENG 415WW]  Craft of Fiction (Writing Workshop)

Grades 11-12        3 credits        Sem 2

Do you love to write but find yourself stuck for ideas? Do you have lots of ideas but struggle to bring them to life? Do you feel your writing is lively and vivid, but you still wish someone would explain the rules of grammar and punctuation to you? Are you a prolific writer who wants to move to another level or try new challenges? In this fiction writing class, we'll look at what makes a story work. From developing characters, to structure, to pacing, to – oh, yes! – syntax and punctuation, we'll practice the skills that go into narrative fiction. We'll come together as a community of writers to share and support one another's work, and we'll read and discuss stories by authors we admire. We’ll move from short exercises and free-writes to developing and revising longer projects.

Interdisciplinary & Independent Studies (IDS)

[IDS 100]  Guided Study A/B                 (no credit)

Grade 11-12                Sem 1 or Sem 2

Guided Study is an opportunity for a limited number of students to work on online classes, such as Dual Enrollment Psychology, Dual Enrollment Business, or Dual Enrollment Sociology,

[IDS 100]  Guided Study A/B

Grade 12         (no credit)        Sem 1 or Sem 2

Seniors that will be meeting all department requirements may use this time to conduct independent work. Seniors may elect to take a Guided Study a maximum of one semester during their senior year.

[IDS 500]  Senior Project (various)

Grade 12        3 credits        Sem 2

**Graduation Requirement

Senior Project is an independent, semester-long inquiry into a topic of a student’s choosing, which requires the student to thoughtfully engage in the inquiry process. Through this process, students will develop knowledge, skills, and understanding of a topic or an issue they have chosen, and use various resources, skills, and strategies to create and/or do something meaningful. Students will be assessed on their investigation process (what they learn) and on what they do with their knowledge (application), as well as on a final presentation of their work at the end of the semester where they explain their project.

[IDS 170]  History of American Popular Music

Grade 9-12        3 credits        Sem 2

**Students may take this course for Music or Social Studies credit.

This interdisciplinary course seeks to map historical significance of popular music in the United States from the late nineteenth century to the present. Students will be asked to analyze music as a dynamic historical force, examining it not only as text, but also in its embedded contexts: the cultural, social, political, and economic dimensions of genres ranging from Tin Pan Alley to blues, jazz, rhythm and blues, country, folk, soul, rock, disco, hip-hop, and classical music. Working toward a set of overarching themes, students will explore popular music as an art form, a business, a medium for shaping identity and making meaning, an entity encompassing both conflict and consensus, a local, national, and global phenomenon, and a key area in the life of Americans.

[IDS 180 ]  Art History

Grade 9-12        3 credits        Sem 1

**Students may take this course for Art or Social Studies credit.

In this class, students will learn about historical intentions, practices, and styles that build off one another through art eras and their own personal practice. Students will learn about multiple historical art movements as well as techniques specific to the creation of works in that movement. The class will create multiple mini projects showing their understanding while focusing on three larger cumulative pieces at the end of each Era.

Math

• Graduation Requirements: 4 year-long classes and students must take 6 credits of math each year.

Overview  

Our math department believes that all students can and should participate in rigorous, challenging math courses, and our program is designed to help students reach that standard.

Real World Problem Solving

In addition to teaching the necessary skills, our math department develops unique projects which ask students to apply their thinking to solve real-world problems.

Some IACS graduates will continue studying mathematics in college and they will be well-prepared to do so. All IACS graduates will leave with sound mathematical literacy to utilize in their everyday lives.

Placement

The math department places all students in the appropriate course based on individual skills. For students who attended IACS in 8th grade, Grade 8 math teachers will provide the primary recommendation. For students new to IACS, please make sure our Enrollment Office has a copy of the 8th grade report card. The math department may also use a screening test to help determine placement for incoming students. The placement process and changing math levels is detailed in this document.

Advancement

Students with strong math skills and work ethic may move ahead a year in our math program by completing a pre-approved math course in the summer, usually between 9th and 10th grade. They must earn A with Honors in their math class in order to be eligible. This online coursework represents a significant commitment and is equivalent to a full year of math at IACS. Coursework must be completed by August 15th to guarantee moving ahead. Interested students should discuss this with their current math teacher.

Advanced 8th graders may test into sophomore level classes. Contact the math department for more information.

SUPPORTED PATH: Students who need additional skill development in 9th grade will be enrolled in MAT 100 and will be expected to complete MAT 300 by their junior year. MAT 400, Practical Applications of Algebra 2 is an extension of the material covered in MAT 100-300 and will lay the groundwork for a college-preparation math class.

CENTRAL PATH:  Students who enter 9th grade with strong pre-algebra skills and who were successful in 8th grade math will be enrolled in Math 110. The central path uses an integrated approach, teaching Algebra I, Geometry, Algebra II, and some Precalculus topics in 9th-11th grade. Seniors can choose Statistics and/or Introduction to Calculus for their fourth year of math. Statistics may also be taken in the junior year as an elective.

ACCELERATED PATH: Students who enter 9th grade with strong math skills and exposure to Algebra I content will be enrolled in Math 120 in 9th grade. The accelerated path uses the Exeter Math program in 9th-11th grade, an integrated approach to math that emphasizes problem solving and group work. These students will be prepared to select Calculus and/or Statistics during their senior year. Statistics may also be taken in the junior year as an elective.

Supported Path

MAT 100 - Foundations I

Grade 9        6 credits        Full Year

Foundations I builds on pre-algebra concepts with Algebra I content. This course provides students a solid understanding of the concepts, reasoning, and skills needed to be successful in Math 200.

This course is designed for students who have completed pre-algebra work but need more support in reaching mastery of Algebra I content. Students will focus on building competency and applying skills to real world applications in the topics of symbolic algebra, linear equations, and other Algebra I topics.

MAT 200 - Foundations II

Grade 10        6 credits        Full Year

This course is designed for students who completed Math 100. Successful completion of this course will prepare students for Math 300.

We will work to strengthen and expand topics from Algebra I and Geometry. The units of study are: Number Sense, Patterns, Relations and Algebra, and Geometry and Measurement. Aligned with the Massachusetts curriculum frameworks, this course is designed to provide students with the knowledge they need to be successful in their continuing study of Algebra and Geometry. In May, all 10th-grade students take the MCAS exam, which is a high school graduation requirement. One goal of this course is to have each student well prepared for the exam, increasing their growth and passing the exam.

MAT 300 - Foundations III

Grade 11        6 credits        Full Year

This course works to deepen students' understanding and mastery of topics introduced in Math 100 & 200 (Algebra/Geometry) and provides a survey of topics in Algebra II. Successful completion of this course will prepare students for Math 400 or Statistics.

This course will continue to review underlying skills as needed while strengthening skills previously learned in Algebra I & Geometry and learning new topics from Algebra II. Algebra I topics will include: systems of linear equations and exponential functions. Geometry topics include: surface area, compound volume, & Euler’s formula. Algebra II topics include quadratic equations, logarithms, and transforming functions. This course is designed to give students understanding of the concepts, reasoning, and skills needed to continue their study of Algebra II. Students with strong algebra skills may choose Statistics for their senior-year math class.

MAT 400 - Practical Applications of Algebra II

Grade 12        6 credits        Full Year

Practical Applications of Algebra is an extension of the material covered in Math 300. Successful course completion will lay the groundwork for a college preparation math class.

The goal of the class is to review basic mathematical skills and strengthen problem solving, logic, and mathematical thinking in order to enable students to successfully complete baseline college math course(s) and/or collaboratively problem solve in various careers. This course will focus on solving real world practical applications involving linear and non-linear relationships, statistics, probability and geometry. The primary focus of the course is financial literacy and algebra, with projects involving buying a car, credit and debt modeling, budgeting, etc.

Central Path

MAT 110 - Integrated Math I

Grade 9        6 credits        Full Year

Integrated Math I combines traditional Algebra I content with topics from Geometry. This course is designed for students who have mastered pre-algebra work, including solving equations, distributing, and combining like terms. Successful completion of this course will prepare students to take Integrated Math II.  Students who excel in this course may be recommended for summer coursework  to complete Math 210 independently and advance to Math 310 in the fall.

In Math 110, students will further their algebraic and geometric reasoning skills. Students will build on algebraic concepts such as linear equations and inequalities, solving linear functions, interpreting systems of linear equations and inequalities. Students will then further their understanding by moving deeper into algebra and geometry, and cover topics such as exponents and exponential functions. Finally, students will move into geometry and study topics including segments, angles, transformations, and triangle congruence. Students will then have the opportunity to study a basic introduction to statistics.

MAT 210 - Integrated Math II

Grade 10        6 credits        Full Year

Integrated Math II expands on concepts from Math 110, and moves further into topics from Algebra II and Geometry. This course provides students a solid understanding of the concepts, reasoning, and skills needed to be successful in Math 310.

This course is designed for students who have mastered solving multi-step equations, graphing linear functions, and basic geometric concepts and definitions. In this course, students will deepen their understanding and mastery of topics introduced in Math 110. Students will use mathematical reasoning to apply skills learned to problems drawn from the real world, and to communicate their understanding and conclusions clearly and completely. In addition, students will explore topics including: polynomials and factoring, solving quadratic equations, polygons, coordinate geometry, similarity and right triangles. In May, all 10th-grade students take the MCAS exam, which is a high school graduation requirement. Students in Math 210 will also review additional topics in preparation for this exam.

MAT 310 - Integrated Math III

Grade 11        6 credits        Full Year

Integrated Math III expands on concepts from Math 210, completing our study of Algebra II and Geometry. We then study functions from a precalculus perspective. This course provides students a solid understanding of the concepts, reasoning, and skills needed to be successful in Statistics and/or Introduction to Calculus.

This course is designed for students who have mastered basic algebra skills, solving and graphing quadratic equations, and basic polygon and circle geometry. In this course, students will build on their understanding of Math 210 topics as they explore 2D and 3D geometry, linear modeling, higher-order polynomials, rational and radical functions, and exponential and logarithmic functions. Students will use mathematical reasoning to apply skills learned to problems drawn from the real world, and to communicate their understanding and conclusions clearly and completely.

MAT 410 - Introduction to Calculus I

Grade 12        6 credits        Full Year

Introduction to Calculus I expands on concepts from Math 310, completing our study of Precalculus and Trigonometry. The second semester will be dedicated towards the fundamentals of Calculus I. This will be an introduction to calculus topics, which will prepare students to take calculus in college.

This course is designed for students with strong algebra skills that are looking to further their studies in mathematics. In the first semester, students will continue their learning from Math 310, with a strong emphasis on Trigonometry. In the second semester, students will use the definition of the derivative to explore the tangent line problem. Once confident in evaluating derivatives, we will dive into the many applications of differentiation. Depending on the time left at the end of the semester, students may have the opportunity to start integral calculus.

MAT 415 - Statistics

Grade 11/12        6 credits        Full Year

Students entering Statistics must have successfully completed Math 220, Math 210 with a B or higher, Math 310 or Math 320. This course introduces students to topics in a first-year college statistics course. It will prepare students to take a college-level statistics course or a similar course requiring knowledge of collecting, analyzing, and interpreting data.

Statistics are used everywhere in the news, business, and everyday life. Understanding data and what can be learned from data helps us to form solid arguments and make informed decisions.

In this course students will learn the fundamentals of statistics and probability. Topics covered in this course include types of data and data representations, analyzing one and two variable data, collecting data and designing experiments, probability and random variables, and statistical inference. Students will apply a wide variety of mathematical skills to make real-world connections to statistics and probability. Content is relevant to many post-secondary disciplines, including behavioral sciences, business, medicine, and political science.

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MAT 415AP - Advanced Placement Statistics

Grade 11/12        6 credits        Full Year

*Prerequisite: Successful completion of Math 220, Math 310, or Math 320 with a final grade of C or higher. Successful completion of Math 210 with math teacher recommendation and permission from the statistics teacher.

 This course requires college-level work, and includes preparation to take the AP Statistics Exam to earn college credit.  Students taking this class will receive honors credit.

AP Statistics is an introductory college-level statistics course that introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students cultivate their understanding of statistics using technology, investigations, problem solving, and writing as they explore concepts like variation and distribution; patterns and uncertainty; and data-based predictions, decisions, and conclusions.

The course will rely heavily on graphing calculator-based processes and the analysis of data. This course requires strong analytical reading skills as well as extensive analytical writing skills.

All students will be prepared to take the Advanced Placement Statistics exam.

Accelerated Path

MAT 120 - Exeter I

Grade 9        6 credits        Full Year

Exeter I combines a review of  Algebra 1 content with Algebra II and early topics from Geometry. Successful completion of this course will prepare students to take Math 220. Students taking this class will receive honors credit. Students who excel in this course may be recommended for summer coursework  to complete Math 220 independently and advance to Math 320 in the fall.

This course is designed for students who have taken an introduction to Algebra I or a full Algebra I course. Students will expand their algebra and problem solving skills through a series of problems developed and used at Phillips Exeter Academy. This class will be focused on solving problems to develop math concepts, techniques and theorems. While it is an integrated approach to math as a whole, the class will focus on concepts covered in most Algebra I and II coursework, along with learning specific skills as needed to round out the program. Students will explore linear functions, systems of linear and nonlinear equations, absolute value functions, special right triangles, quadratic functions and their use in modeling vertical motion, maximizing desired results and minimizing undesirable results. Some of the problem solving skills that students will develop are investigating, conjecturing, predicting, analyzing and verifying. Students in this program experience long-term growth in problem-solving, communication, collaboration,  and self-direction skills.

MAT 220 - Exeter II

Grade 10        6 credits        Full Year

Exeter 2 continues the work of Math 120 with topics in Algebra II and Geometry. Successful completion of this course will prepare students for Math 320. Students taking this class will receive honors credit.

This course is designed for students who have mastered Algebra I skills, in particular writing, graphing, solving and modeling with linear equations and quadratics. The ability to think and communicate mathematically and to work collaboratively with other students is emphasized. Students will continue their work with word problems started in Math 120, covering a variety of Geometry and Algebra II topics. Students will explore systems of equations, vectors, parametric equations of lines, introduction to proofs, triangle congruence, similarity and right triangle trigonometry, quadratic relationships, exploration of distance, properties of triangles, various polygons and circles, 3-dimensional geometry, introduction to system dynamics, and computer modeling using Stella.

MAT 320 - Exeter III

Grade 11        6 credits        Full Year

Exeter III continues the work of Math 220, and is designed to give students a strong understanding of the concepts, reasoning, and skills needed to be successful in Calculus I. Students taking this class will receive honors credit.

This course covers the topics of Precalculus using problems from Exeter Math 3&4 as the main text. It will emphasize the ability to think and communicate mathematically and to work collaboratively with other students. Applications and word problems will also be emphasized. Subjects covered include transformations, vector math, matrices, trigonometry, three-dimensional objects and analysis, and functions. We also use system dynamics software to model and understand different types of functions and growth.

MAT 420AP - Advanced Placement Calculus I

Grade 12        6 credits        Full Year

*Prerequisite: Successful completion of Math 320 or Math 410 with a final grade of C or higher

Calculus I provides an introduction to the topics of Differential and Integral Calculus. This course is intended to prepare students to be able to possibly place out of a first-semester college Calculus course. Students taking this class will receive honors credit.

AP Calculus (AB) is an introductory college-level calculus course.  Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions.

All students will be prepared to take the Advanced Placement Calculus (AB)  exam.

Math Electives

MAT 900 - Personal Finance

Grade 11/12        3 credits        Sem 1 or Sem 2

In this one-semester introductory finance course, students learn basic principles of economics and best practices for managing their own finances. The main topics covered include career decisions, money management, financial security, credit management, and resource management. Topics will include creating realistic budgets, managing savings, credit and debt and understanding credit scores. Car loans, leases and car insurance options will be examined. Rental agreements, landlord and renters rights and rental insurance will be reviewed. Students will learn how to complete W-4 tax forms and how to fill out a Federal 1040-EZ tax return. This class is designed to help students to make informed decisions about income and expenses as well as be prepared for the financial responsibilities they will face after graduation.

Science & Technology Requirements

Overview

Our science department helps students develop the scientific literacy needed in the 21st Century. Issues such as energy production, environmental awareness, and healthy personal lifestyle choices are themes that are woven throughout coursework. By engaging in these topics we also hope to inspire students to help them become the next generation of problem solvers and system thinkers in these areas. We hope this work will help fill the demand of future scientists and engineers our nation so urgently needs.

As part of IACS’s Strategic 2025 plan, Innovation Academy set goals to incorporate sustainability more intentionally into our schoolwide curriculum. Our science department plays a key role in helping students develop a foundational understanding of sustainability and we use the United Nations Sustainable Development Goals (SDGs) as one of our main frameworks for sustainability.

Our approach to instructional practice and curricular design emphasizes projects where students collaborate with one another, present ideas to one another, and enrich their learning by making connections to the scientific and general community. In short, we aim to help students think and act as scientists as opposed to asking them to wait until after college to do so.

Full-Year Lab Science Classes

[SCI 131]  Engineering A/B

Grade 9        6 credits        Full Year

If you are interested in learning about what engineers do and how to apply engineering principles to “the real world”, this course is a good option for your first High School science class. Students will be introduced to various engineering disciplines, learning how the laws of nature, chemistry, and physics are used to guide engineering developments. You will begin to use the knowledge gained through scientific inquiry and endeavors to solve problems and improve our daily existence, just as scientists and engineers have been doing for hundreds of years. The focus in this course will be on understanding and applying the basic underlying principles that have driven the human quest for knowledge. Students will also be introduced to engineering approaches to problem solving, and will connect their learning with topics of global importance. Course content will include the Engineering Design Process, technical drawing, building design and structural forces, thermal energy, fluid systems, and introduction to electrical circuits and communication systems. Each of these topics will be explored through hands-on projects and design challenges with a focus on real-world applications, sustainability, and systems thinking.

[SCI 141]  Environmental Science A/B

Grade 9        6 credits        Full Year

In this introductory course to the environment and environmental systems, we will use our campus extensively to learn about cycles of energy and nutrients in ecosystems. We will explore how organisms interact with each other and their environment, and examine how humans play a role in this dynamic. The course will be solution based and will use systems thinking tools to have students grapple with the complex decisions that policy makers and communities are facing on a variety of environmental dilemmas including climate change, energy needs, pollution, resource management and conservation. The course will be field intensive and students should expect to go outside frequently.  

[SCI 221]  Foundations of Biology A/B

Grade 10        6 credits        Full Year

**Placement Criteria (Recommended by teacher when these criteria are met)

In this course students will explore the fields of biochemistry, cellular biology, genetics, evolution, and ecology through a garden and cooking lens. Within each unit, we will focus on applying systems thinking tools to understand how systems in the human body interact to maintain balance in the body. Through labs, students will conduct their own experiments, analyze data, present their results to their peers, and practice scientific writing skills. Throughout the course, special emphasis will be placed on applying biology content to projects like cheesemaking, bread making, growing microgreens, composting, etc. At the conclusion of this course, students will be prepared to take the Biology MCAS exam to fulfill their graduation requirement. This is a Foundations course, with the goal of improving fundamental skills that are essential to students’ future success in school. As skills and confidence improve, the work will become more rigorous, allowing students to flourish in subsequent classes.

[SCI 231]  Biology A/B

Grade 10         6 credits        Full Year

In this course you will explore the fields of ecology, biochemistry, cellular biology, genetics, and evolution. Within each unit, we will focus on applying systems thinking tools to understand how systems in the human body interact to maintain balance in the body. Some of our Semester 1 major projects include the Dragonfly Mercury Project and Planaria Stem Cell Regeneration Lab. During Semester 2 you will explore through labs, you will conduct your own experiments, analyze data, present your results to peers, and practice scientific writing skills. Throughout the course, special emphasis will be placed on relevant current events and real world application of coursework. At the conclusion of this course, you will be prepared to take the Biology MCAS exam to fulfill your graduation requirement.

[SCI 329] Green Chemistry & Sustainability A/B

Grade 11-12        6 credits        Full Year

To understand and appreciate chemistry’s role in helping our world become more sustainable, Green Chemistry principles are interwoven throughout the curriculum that highlight environmentally, socially, and economically responsible science practices. Basic chemistry concepts are introduced to help students build a foundation of chemistry knowledge. This course will help students understand how chemistry affects everyday life, such as how personal care products can affect your health. Students will practice green chemistry principles to help improve health and environmental problems. This course’s interdisciplinary connections between science and social justice helps students “look beyond the beaker” and further develop community membership skills. We will be mindful of our intentions and our impacts as chemists working to provide solutions that help our world be safer, more equitable, and more sustainable. Practical application skills will develop as students learn how to interpret safety information on chemicals and design experiments to analyze the safest and best performing products. Math skills will include addition, subtraction, single and multi-step conversions involving several units, and multiplying and dividing numbers and variables in fractions. There are 1-2 major projects, 4-6 hands-on labs, and occasional quizzes. Students will be assessed using a standards and skills-based green chemistry portfolio. Students are encouraged to take this course and the chemistry course to best support them in future STEM studies and careers.

[SCI 331]  Chemistry A/B         

Grade 11-12                                6 credits                                        Full Year

*Prerequisite: Successful completion (C– or above) of Math 210 or 220 or 300. Successful completion of Math 200 with math teacher recommendation.

In this fast-paced and challenging course, students will be immersed in classical chemistry principles and practice, developing problem-solving skills through scientific inquiry. After an in-depth look at laboratory safety procedures, students will study scientific measurements, the periodic table, properties of matter, compounds and mixtures, separation methods, phase changes, atomic and molecular structures, ionic and covalent bonding, chemical reactions, and stoichiometry. This subject matter will be reinforced through participation in laboratory activities, having both individual and group projects assigned throughout the year. Students will be assessed independently and as active contributors to laboratory team activities. There are frequent quizzes in this course that allow students to show their understanding as the content builds upon previous concepts over the year. Students can expect at least 4 quizzes per semester to assess their ability to apply new concepts and their understanding of lab content. Successful completion of this course will provide students with a solid foundation for post-secondary studies, and will enable them to grow as scientifically educated citizens and life-long learners. *Chemistry is recommended for all future college STEM (science, technology, engineering, and math) majors.

[SCI 347] Sustainable Food and Horticulture Systems A/B

Grade 11-12                                6 Credits                                    Full Year

In this interdisciplinary course you will explore your connections to our food system (all of the steps involved in getting food on your plate and the factors that influence that system). Every other week(ish) you will engage in cooking labs that are connected to the past, present and future of our food system. Topics include indigenous and African American foodways, agroecology, industrialized food systems, food waste, food policy, food access, farmworkers experiences, the school lunch program, etc. Through journaling, cooking labs, and collaborative group projects, you will investigate how we can create a more ecologically and socially sustainable food system. The course ends with an action project, where you’ll apply what you’ve learned to develop and propose practical solutions for building a more sustainable and equitable food future. Please note that cooking is a frequent part of the course experience.

[SCI 339] Forensic Science A/B

Grade 11-12                                6 Credits                                    Full Year

How do investigators use science to solve crimes? In this hands-on course, students will explore the techniques and technologies used in modern forensic science. By applying concepts from biology, chemistry, physics, and mathematics, students will learn how to analyze physical evidence such as fingerprints, blood, DNA, fibers, and handwriting. Throughout the year, students will develop critical thinking and problem-solving skills as they examine crime scene procedures, evidence collection, and laboratory analysis, exploring topics such as forensic toxicology, ballistics, and forensic anthropology in criminal investigations. Students will engage in experiments, case studies, and simulations to apply their knowledge to real-world scenarios. Due to the nature of forensic investigations, students must obtain parent/caregiver permission to engage with potentially sensitive or graphic topics.This course is ideal for students with an interest in science, law enforcement, criminal justice, or forensic careers. Strong observation, analytical, and organizational skills will be helpful for success in this class.

[SCI 365] Advanced Placement Computer Science Principles: Web Programming A/B

Grade 11-12                                        6 credits                                Full Year

*Prerequisite: Successful completion of Math 120, 200, or 210 with a final grade of C or higher. Successful completion of Math 110 is also sufficient, with math teacher recommendation and permission from the computer science teacher.

AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students will also learn how computing systems — including the internet — work, and explore potential impacts of computing as they contribute to a computing culture that is collaborative and ethical.

The AP Computer Science Principles exam is not tied to a specific language; in this course, students will use modern web technologies to develop online applications, including JavaScript (the most widely used programming language in the world as of 2022), TypeScript, HTML and CSS. These are the languages that drive everything from Google Docs to simple game websites to advanced data visualizations at the New York Times. In addition to learning important computer science concepts such as error analysis, variables and control structures, and object-oriented design, students will also be delving into the unique challenges of web programming, including responsive design, progressive enhancement, basic security principles, and asynchronous programming.

[SCI 342] AP Environmental Science A/B

Grade 11-12        6 credits        Full Year

Prerequisite: Successful completion of Biology with a final grade of C or higher.

Advanced Placement Environmental Science (“APES”) is a college-level environmental science course. This course is taught as a traditional science course, incorporating laboratory activities, virtual activities, short-term projects, long-term studies, field investigations, and the use of technology for gathering data. Experiences in the laboratory and field and through virtual internet labs will provide students with opportunities to relate classroom concepts to real-world applications of environmental science. Through these experiences, students will be recording data, gathering evidence and presenting it to their peers verbally and in writing in different formats both digitally and via poster sessions. Students will be able to explore specific real-world environmental issues and gain an awareness of the science behind these issues. Students will explore the impact of our growing human population and understand that they have a stake in the future of the environment. The course follows guidelines established by the College Board with the goal to provide students with scientific principles, concepts, and methodologies required to understand interrelationships in the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternatives for resolving and/or preventing them, including environmental policies and legislation. APES is interdisciplinary and incorporates a wide variety of topics from many different areas of study. There are several major unifying themes, or big ideas, that cut across the topics within APES. The following big ideas provide the foundation for the structure of the APES course:

• Big Idea 1: Energy Transfer (ENG)
• Big Idea 2: Interactions Between Earth Systems (ERT)
• Big Idea 3: Interactions Between Different Species and the Environment (EIN)
• Big Idea 4: Sustainability (STB)

[SCI 430] Programming Robotics A/B

Grade 11-12        6 credits        Full Year

In the first semester of this course students will learn the skills necessary to program and build autonomous robots.  The class will introduce students to the fundamental programming structures that are necessary to control simple robots.  Students will learn how to take in information from sensors and use it to control the behavior of a robot through iterative control loops.  Students will build their own robots and program them to perform simple tasks from following lines on the ground to finding and manipulating physical objects using video data.  In the second semester students will use the skills they have learned to compete in a robotics competition.

[SCI 431]  Physics A/B

Grade 11-12        6 credits        Full Year

Prerequisite: Successful completion of or Concurrent Math 310 or Math 320

This class will be an algebra based study of the laws of nature.  Students will work with concepts from Precalculus such as trigonometry and algebra to explore these laws and accurately predict the behavior of physical systems.  Students must have passed or be concurrently taking Precalculus in order to sign up for this class.  This course will cover the two major sections of classical physics, mechanics and electromagnetism. The first portion of the course will explore mechanics, the method of describing and predicting the motion of objects. Students will learn how to describe the motion of things in their daily life, and complete an accessibility design project to apply what they have learned. The second portion of the course will cover waves, electricity, and magnetism. Students will learn how each of these topics work together to deliver your favorite song from your headphones.  At the end of the semester students will make a working speaker to apply what they have learned.

Semester Science Electives

[SCI 356] Biotechnology        

Prerequisite: Successful completion of Biology. Please note, all students in this course are enrolled in honors.

Grade 11-12                                3 credits                                                Sem 1

How can we alter life? How do we use biological technologies to improve life and solve problems? Explore these topics and build on the biotechnology skills you developed in Biology as you explore topics and hands-on labs around plasmid engineering, protein purification, microbiology and culturing bacteria, precision medicine, etc.. You'll even design and conduct your own experiments to isolate and extract chemicals from plants, and test them on bacteria for antibiotic resistance. Additionally, you'll explore tissue culturing for plants and potentially have the opportunity to do investigations focused on cellular-based agriculture. This is a great course to take for students interested in science, engineering, medicine, etc.

**You can also prepare for and take microcredential testing through BCSI (Bioscience Core Skills Institute) as part of the biotechnology course. This will certify you for key biotechnology skills that you can put on resumes, LinkedIn, etc., and send to possible employers

[SCI 255] Science and Social Justice                                  

Grade 9-12                                        3 Credits                                         Sem 1 or 2        Many of our world’s most pressing issues can be addressed through the application of science concepts in mindful ways that intentionally set out to reduce harm and minimize negative impacts on human health and the environment. This class aims to create opportunities for students to connect and apply science content to societal issues, including ways that science has caused social injustices and ways that science can help repair them. Students will be presented with materials and activities that are reflective, respectful and celebratory of the diversity of our students’ identities with gender, sexuality, different ability, age, socioeconomic status, ethnicity, race, and culture. Additionally, students will learn how they can use science to help heal the world by solving problems and/or improving situations. This course is designed to apply our school outcomes (community membership, effective communication, problem solving, self-direction) and systems thinking through a sustainability and social justice lens to create more equitable and just communities. Principles and criteria of green chemistry as they contribute to positive progress with the United Nations’ Sustainable Development Goals (SDGs) will guide student learning.

[SCI 302] Web Design 1: Introduction to Web Design

Grade 9-12                                         3 credits                                Sem 1

In this course, students will learn the basics of web design. Students will learn what makes websites work, and learn about some of the history of the web, as it evolved from simple static pages to a platform for developing applications. Students will learn a number of elements of markup languages that are essential for any web designer or web programmer to understand, including HTML, CSS (Cascading Stylesheets). Students will also learn to use design elements such as fonts, alignments, and color to create pleasing and usable designs, and will build familiarity with how to use GIMP to create and edit graphics for the web. At the end of the course, advanced students will dip their feet in some simple javascript to make their webpages interactive.

[SCI 303] Web Design 2: Advanced Web Design         

Prerequisite: Web Design 1 (or permission of instructor)

Grade 10-12                                3 credits                                                Sem 1

In this course, students will extend on the core web technologies learned in Intro to Web Design, building customized websites using the WordPress Content Management System. Students will learn how to configure and manage a web server, how to upload content, and how to create a variety of interactive elements in a web page, as well as continuing to build their skills in graphic design and layout. Students will focus on creating functional and beautiful websites, but will be working with programming concepts and with multiple languages, including javascript and PHP.

[SCI 261] Wildlife Rehabilitation & Conservation

Grade 9-12                                3 credits                                                Sem 2

How can we best care for orphaned, sick, and injured wildlife? In this course you will learn about the life histories, anatomy, and common diseases of animals in Massachusetts and how to care for them. You’ll learn practical skills in animal capture, enclosure design, feeding and nutrition, medicine math, enrichment techniques, and release protocols for a variety of wildlife. By the end of the course, you will be well-prepared to succeed on the Massachusetts state exam to become a licensed Wildlife Rehabilitator, which you can take once you turn 18. This is a great course to take for students interested in animals, conservation, veterinary sciences, medicine, etc.

Social Studies

Graduation Requirements: 6 semesters (defined below)

• Grade 9: Required - American Studies A/B (Full Year)
• Grade 10: Required - Global Studies A/B (Full Year)
• Grade 11 or 12: Elective offerings (2 Semesters)

Overview

The social studies program at IACS strives to provide students with a foundation to understand the complexities of conflicts and to analyze how events, ideas and structures of the past continue to shape our world today. The curriculum provides students with an awareness of the interrelationships between race, religion, politics, economics and culture. It allows students to articulate the role of previous eras in the formation of the modern world and the contemporary human experience. Our goal is for students to critique and evaluate history and, ultimately, develop their own arguments in order to better understand the world they live in as well as the power of the individual to shape the future.

Project Based Approach

Throughout the program, students engage in long-term projects that require them to analyze historical content and make connections to larger political, religious, economic or social developments. Within the social studies curriculum, students may debate controversial issues, role-play, write short stories and journals, compare and contrast historical and contemporary events, or create exhibits that are open to the public. In addition, students often critique and evaluate historical sources, identify a question worth asking and write a research paper or share their findings with the class.

Students are assessed not only on how familiar they are with key events and figures taught in class but also on their ability to develop and utilize higher order thinking skills; students do so in written papers, presentations and projects that aim to have students question history, develop their own theories and integrate historical evidence into their arguments. The curriculum strives to provide students with the skills needed to research, the content and key knowledge to make larger connections, and the power to effectively communicate their own arguments.

Grade 9 Required

[HST 121]  American Studies A/B

Grade 9        6 credits (3 credits each semester)        Full Year

American Studies

In this course, we will study American History through a wide variety of primary documents that examine what and how people see their own and others’ American identity. Our year consists of seven units, all of which contribute to answering the three big essential questions:

1. What do we mean when we say “we”?
2. What is Equality and what is its role in American Democracy?
3. To what extent should government be visible in everyday life?

We begin the course with a review of parts and functions of the United States government. We examine what democracy means in America through different perspectives and through different moments in history. In addition to investigating the concept of democracy, we look at equality in America through case studies that provide detail of diversity and investigate instances of discrimination. Connecting back to the American governmental system, we focus on the powers of state, federal and local governments, and ask ourselves to evaluate the protections and limits each possess. As well, we inspect the role both of government and businesses, in ensuring individuals’ wellbeing in American society, and detail the conditions, if any, that require the government to infringe on individuals’ civil liberties. In the final part of the year we refocus on the essential question, “What do we mean when we say “we” in American, when we discuss as a class, America, its people and its history, before working actively on an investigation into the Civics Project. In this project we use our knowledge and skills honed during the year to take action on one of our passions!

Grade 10 Required

[HST 221]  Global Studies A/B

Grade 10        6 credits (3 credits each semester)        Full Year

Essential Questions: What are the fundamental human rights and how have they been both respected and violated throughout history? Whose responsibility is it to ensure that human rights are not violated? Who has power and how is power gained and lost? What roles do ethnicity, gender, economics and religion play in establishing an individual, or group, identity and power?

This course will introduce students to a variety of worldwide social, cultural and historical happenings from the late 1700s to the present. Through a variety of classroom activities and rich primary and secondary sources, students will acquire a foundation to understand the complexities of global conflicts and to analyze how events, ideas, and structures of the past continue to shape our world today. We will begin the course by learning about the fundamental human rights, including what human rights issues exist in the world today.  The remaining units of study will be based on the themes of revolution, cultural contact, World War II, genocide, and international relations.  Each of these units will be based on a historical case study and will allow us to make connections to our first unit on human rights.  The course will also include the Capstone Project, which will give each student the challenge and opportunity to demonstrate their progress and abilities in the skills of historical thinking, research, and persuasive writing.

[HST 222]  Advanced Placement Seminar - Global Studies A/B

Grade 10        6 credits (3 credits each semester)        Full Year

Prerequisite: Successful completion of American Studies with a final grade of C or higher

Essential Questions: What are the fundamental human rights and how have they been both respected and violated throughout history? Whose responsibility is it to ensure that human rights are not violated? Who has power and how is power gained and lost? What roles do ethnicity, gender, economics and religion play in establishing an individual, or group, identity and power?

Welcome to an exhilarating journey through our AP Seminar - Global Studies course specially designed for IACS 10th graders! Get ready to embark on a fast-paced exploration of intriguing global and historical topics with a special focus on honing your research and writing skills for college and beyond.

In this course, you will delve into a variety of viewpoints and perspectives across six main units: Human Rights, Cultural Contact, Revolutions, World War II, Genocide, and International Relations. In addition to regular practice in exploring, evaluating, analyzing, and explaining topics from  multiple perspectives, you will showcase your growth and talents in historical analysis, research, and persuasive writing through a Spring Capstone Project.

Moreover, you will enhance your teamwork and presentation skills through group projects. There will also be a traditional AP end-of-course exam, specially crafted to evaluate your research and analytical prowess. Join us in this stimulating academic adventure and unlock a world of knowledge and possibilities!

[IDS 170]  History of American Popular Music

Grade 9-12        3 credits        Sem 2

**Grade 11 & 12 students may take this course for Music or Social Studies credit.

This interdisciplinary course seeks to map historical significance of popular music in the United States from the late nineteenth century to the present. Students will be asked to analyze music as a dynamic historical force, examining it not only as text, but also in its embedded contexts: the cultural, social, political, and economic dimensions of genres ranging from Tin Pan Alley to blues, jazz, rhythm and blues, country, folk, soul, rock, disco, hip-hop, and classical music. Working toward a set of overarching themes, students will explore popular music as an art form, a business, a medium for shaping identity and making meaning, an entity encompassing both conflict and consensus, a local, national, and global phenomenon, and a key area in the life of Americans.

[IDS 180 ]  Art History

Grade 9-12        3 credits        Sem 1

**Grade 11 & 12 students may take this course for Art or Social Studies credit.

In this class, students will learn about historical intentions, practices, and styles that build off one another through art eras and their own personal practice. Students will learn about multiple historical art movements as well as techniques specific to the creation of works in that movement. The class will create multiple mini projects showing their understanding while focusing on 3 larger cumulative pieces at the end of each Era.

[HST 331]  Advanced Placement African American Studies A/B

Prerequisite: Successful completion of American Studies & Global Studies or AP Seminar with final grades of C or higher

Grade 11-12                                        6 credits                                                  Full Year

AP African American Studies is a full-year interdisciplinary course that examines the diversity of African American experiences through direct encounters with varied sources. Students explore key topics that extend from early African kingdoms to the ongoing challenges and achievements of the contemporary moment. Given the interdisciplinary character of African American Studies, students in the course will develop skills across multiple fields, with an emphasis on developing historical, literary, visual, and data analysis skills. This course foregrounds a study of the diversity of Black communities in the United States within the broader context of Africa and the African diaspora. The AP African American Studies course reflects what African American Studies professors, researchers, and teachers generally agree an introductory, college-level course in this field should enable students to learn in order to qualify for college credit or placement: 1) apply disciplinary knowledge to explain course concepts, patterns, and processes, 2) analyze and evaluate primary sources, including texts, data, and visual sources from the disciplines that comprise African American Studies, and 3) write coherent and evidence-based arguments.

[HST 332]  History and Politics of India: From the Indus Valley to Modern Nationalism

Grade 11-12                                        3 credits                                                  Sem 1

This course will explore the rich history of India, from the ancient Indus Valley Civilization through the period of British colonization, the partition of 1947, as an independent nation during the Cold War and up to the modern-day nationalistic tensions under Prime Minister Narendra Modi's leadership. Students will engage with key events in ancient history, examine the role of geography and patterns of migration in influencing the subcontinent and investigate its cultural development as a multi religious, multilingual, multiethnic society. The role of religion, language and culture in the development of India’s political identity will also be explored. Finally, India’s growth as a leader of the Global South, starting with the anti-colonial movement and subsequent commitment to sovereignty through the non-aligned movement during the Cold War will be evaluated to better understand its contemporary role in today’s multipolar world.

[HST 360]  Villains of History HST  

Grade 11-12                                        3 credits                                                  Sem 1

It is said History is often written by its victors—but it is shaped just as much by its “villains.” Those who ruled with iron fists, spread fear, and left legacies of destruction in their wake often blurring the line between tyranny and necessity, evil and power, control and rescue. This course is designed to challenge students to critically examine some of history’s most infamous figures, analyzing and questioning whether they were truly villains or merely products of their time. Through a deep dive into pivotal eras, we will analyze how fear, ambition, and survival shaped the actions of leaders, warriors, and outcasts. From the Fall of Rome and the Middle Ages (476-1400s CE)—where the Visigoths, Mongols, and Huns toppled civilizations, the Black Plague reshaped society, and the Templars operated in secrecy—to the Viking Age (700-1066 CE), where ruthless warlords raided lands and clashed with Christianity, we will seek to uncover the forces that inspired who we consider to be history’s darkest figures. In the Elizabethan Period, we will explore the brutal reigns of Vlad the Impaler and Ivan the Terrible, Machiavellian power struggles, royal betrayals, witch hunts, and the lawlessness of the pirates on the high seas. Using various case studies and primary sources, students will investigate not only the infamous actions of these figures but also the context that shaped them. Using these tools, we will ask ourselves the most revealing question: were these figures monsters, or were they forced into action by the violent, chaotic worlds in which they lived? By grappling with historical narratives and moral dilemmas, this course invites students to reconsider what it truly means to be a “villain.”

**Villains of History is offered in parallel with an English elective with the same name. Students should enroll in both classes as they are planned as cross-curricular classes.

[HST 425]  Middle Ages

Grade 11-12                                        3 credits                                                  Sem 1

Today, the Middle Ages are often characterized and romanticized through film and literature as entertaining, heroic, or epic.  In reality, this era was much more complex and could be harsh, uncertain, and dangerous.  This course explores the daily life, culture, and art of the Middle Ages, which extended from approximately the fifth through the fifteenth century of the Common Era.  We will examine what distinguished the Middle Ages from the historical time periods that it followed and preceded, as well as discuss the Eurocentric origins of the term “Middle Ages.”  We will travel back in time to explore different aspects of life in the Middle Ages and will focus on the development of feudalism, city life, the power of the church, and castles.  While studies of the Middle Ages tend to focus on Western Europe, we will take a more global perspective through an examination of cross-cultural exchange and conflict.  We will study states, peoples, and themes including, but not limited to, the Byzantine and Holy Roman empires, the caliphates of the Islamic world, the Mongol Empire, the Vikings, the Crusades, and the Black Death.

[HST 407]  Global Geography and Current Events

Grade 11-12                                        3 credits                                                  Sem 2

This course aims to help students understand how we fit into our wider global community by promoting global awareness and citizenship. To achieve this, we will examine the physical, political, and cultural geography of the world’s different regions. We will pay close attention to the intimate relationship between the natural environment and human society, the historical origins of our world’s borders, as well as to the increasing integration of different parts of the world through the process of globalization. We will also spend significant time studying current events of major global significance in order to better assess the social and political effects of contemporary forces of change, such as climate change and conflict.

[HST 428] Cold War Frontlines: Case Studies in Korea, Cuba, Czechoslovakia and Congo

Grade 11-12                                        3 credits                                                  Sem 2

For almost half a century after World War II, the social, cultural, political, and economic life of much of the world was involved in an international struggle known as the Cold War. The intense rivalry preoccupied both the United States and the Soviet Union as each tried to spread its influence and competing economic and political systems worldwide. To understand how anxiety and fear played into the power struggles, we will analyze a variety of primary and secondary sources including government plans, comics, and anti communist propaganda videos and posters from both U.S. and Soviet perspectives. To better understand the impact of the Cold War on the sovereignty of other nations, we will investigate the geopolitical influence of the War on countries in Africa (Congo), Central America (Cuba), Asia (Korea) and Eastern Europe (Czechoslovakia). Due to the complexities of this era, we will focus the majority of our time on the early Cold War period up to Détente (1945-1969) before jumping to the end of the Cold War through events like the fall of the Berlin Wall. Key documents such as the Long Telegram, the Iron Curtain speech of Churchill, the Truman Doctrine, Senator McCarthy’s ‘list’ and the Cuban Missile Crisis. Resources will include Edward H. Judge and John W. Langdon's The Cold War: A Global History with Documents (2nd Edition) and Brown University's Choices Curriculum Unit The Origins of the Cold War: U.S. Choices After World War II.  on here  

[HST 407]  Global Geography and Current Events

Grade 11-12                                        3 credits                                                  Sem 2

This course aims to help students understand how we fit into our wider global community by promoting global awareness and citizenship. To achieve this, we will examine the physical, political, and cultural geography of the world’s different regions. We will pay close attention to the intimate relationship between the natural environment and human society, the historical origins of our world’s borders, as well as to the increasing integration of different parts of the world through the process of globalization. We will also spend significant time studying current events of major global significance in order to better assess the social and political effects of contemporary forces of change, such as climate change and conflict.

[HST 437 DE]  Introduction to Psychology  (Independent & Online)

Grade 11-12        3 credits        Sem 1 or Sem 2

This is an online, asynchronous course taught by a Middlesex community college professor. Students are giving a guided study block to work on this class during the school day. This course is MCC PSY 101. This course introduces students to the scientific study of the mind and behavior and to the applications of psychological theory to life. Topics include: research methods; biopsychology; lifespan development; memory; learning; social psychology; personality; and psychological health and disorders. This course will establish a foundation for subsequent study in psychology.

[HST 441 DE] Introduction to Sociology  (Independent & Online)

Grade 11-12        3 credits        Sem1 or Sem 2

This is an online, asynchronous course taught by a Middlesex community college professor. Students are given a guided study to work on this course during the school day. This course is MCC SOC 101. This course is an introduction to the study of society and social behavior. Topics covered include sociological theory, research methods, culture, socialization, deviance, social institutions, social stratification, global inequalities, gender, race, ethnicity, social movements and social change.

[HST 453 DE] Introduction to Business  (Independent & Online)

Grade 11-12        3 credits        Sem 1 or Sem 2

This is an online, asynchronous course taught by a Middlesex community college professor. Students are given a guided study to work on this course during the school day. This course is MCC BUS 110. Introduction to Business is the study of the foundational principles of the business world. Topics include economic systems, ethics and social responsibility, globalization, forms of business ownership, types of organizations, and the functions of accounting, finance, management, and marketing.

Spanish 

• Graduation Requirements: 4 semesters (2 years)

Overview

Spanish Classes at Innovation focus on helping students develop proficiency in their conversational language. Our department is based on putting students in contact with authentic, useful, and fun language from Day One. Students are assessed primarily on their use of the language: how well they can produce, understand, and converse in Spanish. Once students have a strong linguistic base, the focus shifts to include honing linguistic accuracy.

Elective System

In high school, students move through levels of Spanish at their own pace, advancing based on their conversational competency. Each level typically takes students one to two years to move through (see level descriptions below. Students new to IACS and to Spanish will take Level 1 as a year-long course to learn how to handle routine interactions and build fundamental vocabulary. Students new to IACS but not to Spanish will be placed after a brief interview with one of the Spanish teachers. Students coming from the IACS Middle School will be placed at their corresponding level of proficiency. Students who believe their proficiency is sufficient to move up to a higher level can request an interview to do so at the beginning of the semester throughout their Spanish career at IACS. Annual interviews occur during the Spring.

IACS assesses proficiency according to American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines (see below)

See here for more on ACTFL and Proficiency

Level 1 (Novice Low to Novice Mid): Students at Level 1 have had no previous exposure to learning Spanish, learning a second language may be especially challenging for them, or have not had previous exposure to an immersion environment. Here we look forward to building a strong foundation with vocabulary across multiple subjects.

Level 2 (Novice Mid-Novice High): Students at our second level are beginning to truly create with language, building novel sentences and expanding their understanding of the grammar. They are also working on reading simple texts.

Level 3 (Novice High-Intermediate Low): At our third level, students learn and work with a range of grammatical structures and engage in increasingly sophisticated tasks, such as classroom debates, reading current articles and selections from books, and watching and discussing films. Students at Level III begin to show attention to accuracy in terms of language form when they intend to convey meaning in the present, past, and future.

Level 4 (Intermediate Mid+): At our fourth level, students narrate and describe in major time frames using connected discourse of paragraph length with some consistency. Students work to increase their abstract thinking and expression, ability to support their opinions, engage more deeply with cultural content, and further polish their grammar and accuracy, including more complex structures. Level IV also works more extensively with text, both reading and writing, to help accomplish these goals. Some students are able to handle the tasks pertaining to the Advanced level, but are learning to expand to a variety of topics.

Level 1

[LAN 145]  Inmersión total A/B (Total Immersion – Level I)                    

Grade 9-12        6 credits (3 credits each semester)        Full Year

This introductory course is intended for students with limited to no experience speaking Spanish. Students will learn a broad range of vocabulary and memorized phrases related to themselves and their immediate surroundings. This course will allow students to become completely immersed in games, projects, and of course, the language. So come with us and let's learn together!

Level 2

[LAN 274] Tejiendo el Español (Weaving the Spanish language - Level II)

Grade 9-12                                                       3 credits                                                             Sem 1

This course uses the communicative approach to teach listening comprehension, speaking, reading, writing and culture. In particular, it promotes the development of oral/aural skills and the practical use of language in a variety of social situations.

Students will get the opportunity to expand their vocabulary and to talk about their interests, current affairs, the arts, movies, music, etc. The course will focus on practical conversation on a variety of everyday topics with the goal of improving fluency, accuracy and the ability to communicate in Spanish. Students will also work on pronunciation and Spanish idioms to further develop their conversational skills.

[LAN 275 ]  Hispanoamérica (Latin America - Level II)

Grade 9-12                                3 credits                                                                 Sem  1

The approach of this course is to introduce the different countries in the hispanoamerican world. Capitals and customs from all hispanoamerican countries will set the contexts in which lessons will be under. Linguistic patterns to be learned will equip students with everyday language, thus lessons will be pragmatic and the target language will serve its linguistic functionality.

[LAN 276 ] Español Cotidiano (Everyday Spanish - Level II)

Grade 9-12                                3 credits                                                            Sem 2

The linguistic approach this class pursues is to equip students with linguistic tools, such as phrases and vocabulary in common everyday activities. Thus, lessons will be under contexts such as buying at markets or paying a visit to the doctor etc. The goal being when students have concluded this class they can feel that the linguistic tools internalized in lessons can help them when needed.

[LAN 277 ]  Explorando Sudamérica - ( Exploring South America - Level II)

Grade 9-12                                3 credits                                                             Sem 2

This course is designed for students aiming to achieve a Novice High proficiency level. They will practice reading, listening, speaking, and writing while learning about South American culture. Throughout the course, students will explore new vocabulary of animals, fascinating places, food, festivities, legends, and songs from some South American countries. They will practice vocabulary through phrases related to each topic, engage in class activities, and acquire the language through context and short stories.

[LAN 354]  El Cuerpo y la Salud  (Body and health - Level III)

Grade 9-12                                             3 credits                                                               Sem 1

In this course, students will achieve Intermediate Low proficiency level while practicing listening, reading, speaking, and writing, and learning concepts related to general health. Students will explore knowledge about the parts of the body and basic functioning, prevention strategies, and habits to stay physically and emotionally healthy. Focusing on food, physical exercise, and meditation, we will also explore realities for Latinx populations related to access to health.

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[LAN 315]  Mi profesión  (My profession – Level III)

Grade 9-12                                3 credits                                                                    Sem 2

Students will learn an array of vocabulary and grammar skills working on several craft and skits projects related to professions. Incorporating crafts and skits into the Spanish learning curriculum will allow the students to communicate in Spanish in a social setting. Before each project, the students will be required to learn the vocabulary associated with the project and the grammar structure that they will need to form sentences. During the project, students will use the vocabulary and grammar they have learned to communicate and convey ideas. When the project is complete, the students will present their project to the class and invite the audience to a Q&A and finally reflect about their struggles and successes when they were working on the project.

Level 4

[LAN 447 DE] La Guerra Civil Española y la Dictadura de Franco (The Spanish Civil war and Franco’s dictatorship - Level IV)

Grade 9-12                                3 credits                                                   Sem 1                                 

Dual Enrollment with MCC LAN 251 - Spanish 3 and Culture

This will be a Dual Enrollment course offered at IACS that is the equivalent of LAN 251

In this course, the students will learn about the Spanish Civil War and the dictatorship of Francisco Franco in Spain. The students will discover how the conflict developed from a political and military point of view, but the main emphasis will be on different aspects of daily life during the war and the dictatorship of Francisco Franco. The students will watch and analyze the film El Laberinto del Fauno by Guillermo del Toro that blends elements of magical realism and Spanish civil war drama. Then the students will read the abridged version of a literary piece Nada  by Spanish writer Carmen Laforet, that narrates the life of an 18 year old orphan who arrives in post-Spanish civil war Barcelona and grapples with chaotic and disturbing realities of life under the oppressive atmosphere of Franco’s dictatorship. Lastly the students will analyze the painting Guernica by Pablo Picasso that depicts the bombing of the Basque town of Guernica, Spain in 1937. The class is conducted in Spanish. It includes frequent speaking, writing, reading, and listening activities. Students are expected to participate and reflect on their work.

MCC Course Description:

Students will continue to learn the Spanish language by developing all four communication skills: reading, writing, listening and speaking. They will also learn to expand their reading skills to be able to follow a sequence of actions or events, and write in Spanish basic descriptions of past events and activities. They will gain a deeper understanding and respect for a different culture.

[LAN  437 DE ] Cuento y Cultura latinoamericana (Latin American Short Story and Culture - Level IV)

Grade 9-12                      3 credits                                                Sem 2

Dual Enrollment with MCC LAN 252 - Spanish 4 and Culture.

**Note: In order to obtain Dual Enrollment credit, students must have already earned credit for MCC LAN 251.

This will be a Dual Enrollment course offered at IACS that is the equivalent of LAN 252.

This class is intended for students who are familiar with the Spanish language, and its various cultural expressions.

In this course, we will read and analyze short stories by different Latin American authors of the 20th and 21st centuries. The course covers, among others, the philosophical fiction of Jorge Luis Borges, the double stories of Julio Cortazar, the linguistic and narrative innovation of Carlos Fuentes, the strong emotions and direct language of Gabriela Mistral, the magical realism of Gabriel García Marquez, the realism of Roberto Bolaño. Students are expected to approach diverse topics with an open mind, respect, and self reflection.

MCC Course Description:

Students will continue to learn the Spanish language by developing all four-communication skills:  reading, writing, listening, and speaking.  They will also learn to expand their reading skills to be able to derive probable meanings of simple unknown words from short familiar contexts and scan a simple text, using headings and graphics.  They will learn to write in Spanish a description of a future event or activity and a story with simple linear sequence.  They will gain a deeper understanding and respect for a different culture.

Student Services 

Overview

The goal of the Student Services department is to increase student independence while helping students develop the skills necessary to advocate for themselves. IACS meets the needs of all its students through an inclusive learning environment. This means that students with special needs are integrated in classes with their peers to the greatest extent possible in the least restrictive environment. Many classes at IACS are co-taught or supported, which means that there are two teachers in the classroom assisting students: a student services teacher or an instructional aide, and a general educator.

General educators and student services teachers meet weekly to discuss curriculum planning. This includes incorporating differentiated instruction for students with special needs and discussing modifications and accommodations to the curriculum.

[SSS AS 9-10]  Academic Support 9/10 A/B

Grade 9-10        3 credits        Sem 1 and Sem 2

Students are placed in Academic Support based on need as identified by the IEP team. Ultimately the goal of this course is to help students develop academic skills and work towards meeting IEP goals. Academic Support is a course designed to provide students with additional support in the areas of organization, effective study habits, development of grade level skills, transition skills, engaging with their IEP and meeting IEP goals. The purpose of this course is to give students the opportunity to utilize the assistance of the Student Services Team in order to develop self-direction skills, self-advocacy, and ultimately to achieve academic success. This course is meant to give students extra support and time to: organize course materials, ensure tracking and completion of current and upcoming assignments, devise plans for completion of projects or lengthy assignments, work on outlines/graphic organizers, preview/review/further discuss class content, prepare for tests/quizzes, develop and work towards mastering grade level skills, and most importantly understand and make effective progress towards IEP goals.

[SSS AS 11-12]  Academic Support 11/12 A/B

Grade 11-12        3 credits        Sem 1 and Sem 2

Grade 11 and 12 students in academic support are expected to demonstrate greater independence and take more ownership for their academic behavior. Similar to Academic Support at the 9/10 level, students in Academic Support in 11th and 12th grade have access to additional support in the areas of organization, effective study habits, development of grade level skills, transition skills, engaging with their IEP and meeting IEP goals. However, at this level students will shift their primary focus to post-secondary education/work training opportunities. Specifically, students will develop an action plan that identifies skills, knowledge, and pathways they will need to be successful in the world outside of high school.

Wellness

• Graduation Requirement: 4 semesters

• Students in Grades 9 and 10  must take a semester of Health each year.
• Students in Grades 11 and 12 must take a semester Wellness course each year.

[WEL 120]  Yoga & Mindfulness

Grade 9-12        3 credits        Sem 1 or Sem 2

Mindfulness is defined by Jon Kabat-Zinn as “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally.” In this class we will bring that attention to our bodies, our breath, and our thoughts as we practice yoga, which is, in itself, a moving meditation. We’ll use several styles of yoga to bring ourselves gently to our edges of: endurance (Vinyassa), strength (Hatha), flexibility (Yin) and relaxation (Restorative). In addition, we will explore the benefits of hiking in nature and playing games, both mindful practices that can keep you in the moment. The yoga is designed for absolute beginners, includes accessible cueing, fun music, and will always end with guided restful meditation. This class will teach you techniques for when you are stressed or anxious to restore yourself to a calm, relaxed state. We will touch on scientific studies exploring the benefits of mindfulness meditation and learn how our brains work so that we can make ourselves less stress-reactive and better able to focus. Each week we will explore a new topic that we can apply mindfulness to, including: posture, breath, witness mind, sleep, gratitude, the amygdala and how it relates to stress and procrastination, formal and informal practice, eating, addiction, mindfulness based cognitive therapy, nature, and play.

[WEL 135] Physical Education

Grade 9-12        3 credits        Sem1 or Sem 2

Students in Lifetime Wellness will experience three different units: outdoor adventure, competitive sports and personal fitness. Each class will spend about a month on each unit - this pacing leaves time in the semester for each group of students to select one unit that they particularly enjoy and would like to explore more deeply. In the outdoor adventure unit, students will get the opportunity to utilize our vast school grounds through activities such as hiking, orienteering, and cross country skiing. The competitive sports unit will be filled with a variety of unconventional team-based games, such as Sabakiball, Ki O Rahi, and Ultimate. Students will be challenged by games that they may not have heard of and will be tested on their ability to retain rules and apply new skills in a game-like setting. The personal fitness unit will focus on the different aspects of physical fitness (including, but not limited to: flexibility, muscular strength, muscular endurance, agility and cardiovascular endurance). During this unit, students will be guided through a variety of workouts, with each workout designed to focus on one of these aspects of physical fitness.

[WEL 141] Health 2

Grade 9-10        3 credits        Sem 1 or Sem 2

Students in Grades 9 and 10 must take this course for a semester each year. This is a discussion based course where we will go in depth into topics to help teach students how to live a healthy lifestyle. The main topics covered in this course are healthy relationships, substance abuse, and sexual education.

[WEL 165] Independent Wellness

Grade 11-12        3 credits        Sem 1 or 2

*Administrator approval required

This choice for wellness credit is only for those students who cannot fit a wellness class into their normal schedule due to participating in a conflicting full year course or internship. Approval from a school administrator is required to enroll in this class. If you are selecting this avenue you will be required to submit bi-weekly fitness logs through a google classroom for your credit. You will be required to keep on top of your own work submissions and reach out on your own with any questions to the teacher as there is no “physical meeting” for this course.