Artwork Courtesy of Veronica Gulia, 26’

Table of Contents

General Information

Curriculum and Credit Requirements

Credit Summary Chart and Accumulation

Add/Drop Period

Summary of Graduation Requirements

Promotion Policy

Grading System

Honors Credit

Dual Enrollment - Early College Program

Bell Schedule

What Are Colleges Looking For From Their Applicants?

Internship

Academic Departments

Art

Music

English

Interdisciplinary & Independent Studies (IDS)

Math

Science & Technology Requirements

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) or AP Seminar                    Full Year (6 credits)

Global Studies        (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

Add/Drop Period

• After classes begin each semester, students can request to add or drop classes for the first 5 days of a semester. After this add/drop 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

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

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

Competency Determination (CD) Policy - approved by Board October 20, 2025

As part of the graduation requirements for Massachusetts public schools, students must meet both the local graduation requirements and the state minimum standard known as the Competency Determination (CD). This standard has historically been measured by performance on the Massachusetts Comprehensive Assessment System (MCAS). However, following the November 2024 passing of a statewide ballot measure removing MCAS as a graduation requirement, the Massachusetts Board of Elementary and Secondary Education has approved new regulations to standardize how students demonstrate competency for graduation.

Beginning with the Class of 2026, in order to earn a Competency Determination at Innovation Academy Charter School, students must successfully earn a final semester grade of C- or better in the following coursework in classes that are aligned with the Massachusetts Curricular Frameworks:

1. Equivalent of Two years (4 semesters) of high school English Language Arts courses.
2. Two years (4 semesters) of integrated mathematics, including Algebra I and Geometry, through successful completion of either:

• Integrated Math I (MAT 100, 110, 120 A/B)
• Integrated Math II (MAT 200, 210, 220 A/B)
• Students who pass MAT 100 and 200 courses must also pass Foundations Math III (MAT 300 A/B) for a comprehensive understanding of Algebra I and Geometry, or an alternate course that meets these requirements, as assessed by the Principal.

3. One full year (2 semesters) of science, through successful completion of one of the following courses:

• Biology (SCI 231 A/B) or Foundations/Conceptual Biology (SCI 221 A/B),
• Chemistry (SCI 331 A/B) or Green/Conceptual Chemistry (SCI 329 A/B).

 In addition to the above, students in the Class of 2027 and beyond will also be required to complete

4. One full year (2 semesters) of U.S. History, through successful completion of one of the following courses:

• American Studies (HST 121 A/B), or
• An alternate course that meets these requirements, as assessed by the Principal.

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 everything 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 Portfolio.
3. 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:

3. Complete a satisfactory Presentation of 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 class in which you receive a final grade of D-, D, or D+, you will be assigned a credit recovery course  (see Credit Recovery policy).  Courses in which you receive a final grade of F are not eligible for credit recovery.   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: You will have to repeat your POP setting up a new date and time with your advisor.   This time must meet at a time convenient to your advisor.
3. Unsatisfactory Attendance:  Students who lose credit (ANC) for poor attendance may be required to complete credit recovery.

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 timeline for credit recovery students who earn INC, ANC, D-, D, or D+ in a semester class are eligible for credit recovery. Students who earn an F must repeat the class.  IACS has developed an in-house model for credit recovery, 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.  

S1 Credit Recovery work must be completed by the first week of the following March.  S2 Credit recovery work must be completed by the first week of the following July.  Successful completion of a credit recovery course will NOT replace a failed grade on a student transcript. A student who successfully completes 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 credit recovery course if they earned passing grades for both semesters in an attempt to improve their grade.

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 math or 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.

AP Capstone Diploma and AP Seminar & Research Certificate

The AP Capstone program is a program through the College Board designed to help students develop essential skills in research, analysis, evidence-based arguments, collaboration, and presentation.

AP Capstone Diploma

Students earn the AP Capstone Diploma by meeting two requirements:

• Successfully complete both AP Capstone courses:

• AP Seminar
• AP Research
  Students must earn a score of 3 or higher on both exams.

• Earn scores of 3 or higher on four additional AP exams of their choice.

This diploma is awarded by the College Board and is recognized by colleges and universities as evidence of strong academic skills and college readiness.

AP Seminar & Research Certificate

Students who complete the two AP Capstone courses but do not meet the additional AP exam requirement can still earn the AP Seminar & Research Certificate.

To earn this certificate, students must:

• Take AP Seminar and AP Research
• Earn a score of 3 or higher on both exams

Why Participate in AP Capstone?

The program helps students:

• Conduct independent research and analyze complex issues
• Develop strong writing and presentation skills
• Collaborate effectively with peers
• Prepare for college-level coursework and expectations

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 422 DE- Shakespeare (Available for Grades 10-12)
• ENG425WW- Research and Composition (MCC ENG 102- Prerequisite ENG 419WW)
• LAN 457 DE Literatura del romanticismo y el realismo (MCC LAN 251)
• LAN  467 DE Poesía modernista hispanohablante (MCC LAN 252 Prerequisite LAN 251)
• SCI 335DE - Anatomy and Physiology (BIO 105 - Basic Anatomy & Physiology)

For Fall 2026 and Spring 2027, 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. Students may only take one asynchronous online course each semester. These classes will fulfill a graduation requirement as an elective in the social sciences/history.

Fall 2026 Classes - Registration must be completed with Ms. Deknatel by June 15, 2026

Spring 2027 Classes - Registration must be completed with Ms Deknatel by November 15, 2026

• 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 251 before LAN Spanish 252.
• 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 $393 ($131/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.

Any students taking Dual Enrollment courses should review the full MCC Dual Enrollment handbook linked here.

Bell Schedule

2026-2027

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, AP 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 for credit as one of their 6 classes.  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 that 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 must complete the Internship Interest Survey emailed to incoming juniors and seniors in early May.  Students who complete the survey will be contacted to discuss availability, interests and potential sites.  
• Internships are for credit only.  To receive credit,  students must enroll in the internship course in Aspen and commit to the internship for an entire semester.  
• When thinking about locations for internships, it is important to consider that students will need to provide 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 and the student’s schedule, 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 accreditation.
• Advanced Art Portfolio is suggested for Sophomores, Juniors & Seniors looking to create, define or enhance their portfolios prior to applying to art schools. This class will run concurrently with Visual Language, during the same block & classroom.
• Advanced Art 1 is open to juniors and seniors who have previously taken at least 2 art classes and have teacher approval.

[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 180] Visual Language

Grade 9-12        3 credits        Sem 1

In Visual Language students will learn about the foundational elements of self expression in art. Students will engage with various concepts, look at historical examples, create personally expressive projects, and reflect on their own work. Techniques covered include: representational drawing,  expressive mark-making, expressive use of color, the drama of light, and composition. All projects will focus on intention and expression with students being free to use a variety of art mediums.

[ART 462]  Advanced Art  

Grade 11-12        3 credits        Sem 1

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.

[ART 465] Advanced Art Portfolio          3 credits                                            Sem 1

Grade 10-12

*This class can be taken more than once; it will also run concurrently with Visual Language in the same space.*

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 172]  Design 2D

Grade 9-12        3 credits        Sem 2

In this class students will learn about various 2-D design concepts and how they are used to affect the way we visually engage with the world. Students will  look at examples of commercial art, create studies and projects designing and redesigning products, and develop skills for assessing and creating designs. Projects will focus on typography, logo design, layout, and pattern making. This class is mainly a digital design course with technology and online programs being utilized frequently throughout.

[IDS 180]  Art History

Grade 9-12        3 credits        Sem 2

**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 movement topic.

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.

[IDS 170]  History of American Popular Music

Grade 9-12        3 credits        Sem 1 or 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.

[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 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.

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). AP Seminar can take the place of writing workshop for students in grades 9 & 10.

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. AP Seminar counts as a writing workshop for tenth grade students. 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 134]  Word Weavers

Grades 9-10                                        3 credits                                        Sem 1

Word Weavers is a foundation-level class that explores the relationship between language, culture, and identity in exciting and engaging stories. Focusing on essential skills such as reading, analysis, argumentation, organization, and writing craft, students will become strong and capable communicators who can understand texts, make connections, and share ideas with clear and powerful words. Readings will include short stories, poems, short nonfiction, and novels.

In addition to scaffolding fundamental reading and writing skills, the course will also support students in developing the communication skills and academic habits that will lead to success in high school and beyond.

[ENG 132]  Literary Luminaries

Grades 9-10                                        3 credits                                        Sem 2

Literary Luminaries is a foundation-level class that uses entertaining literary works as a springboard to develop students’ reading and writing skills and critical thinking. Focusing on essential skills such as analysis, argumentation, organization, and writing craft, students will become strong and capable communicators who can understand texts, make connections, and share ideas with clear and powerful words. Readings will include articles, short stories, plays, and novels.

In addition to scaffolding fundamental reading and writing skills, the course will also support students in developing the communication skills and academic habits that will lead to success in high school and beyond.

[English 225] Banned Books I

Grades 9-10                                        3 credits                                        Sem 1

Censorship, book bans, and even book burnings are currently in the headlines in the United States. Over the last century, some of the most influential films and books have been banned, censored, protested, or withdrawn from high schools and public libraries. In this course, students will read books that have all been challenged by parents, school boards, and/or library patrons.

[ENG 135] Introduction to the Graphic Novel

Grades 9-10                                        3 credits                                        Sem 1

Graphic novels are a narrative and artistic form that developed during the 20th century, and has become an increasingly significant and widely-respected genre. In this course, students will read significant graphic novels. Students will explore the way language and images work together in order to create each narrative, and attempt to better understand the history and development of the genre, and to appreciate a few of its seminal works.

[English 124] Examining Power & Privilege Through Literature

Grades 9-10                                        3 credits                                        Sem 2

What power have you been granted? How can societies attempt to take it away? What is the nature of true power? In this course, we will be reading literature that explores what it means to have power, the contrast between societies’ perceptions of power and the reality of it, and how to achieve genuine freedom. We will examine and analyze texts from various media dealing with these themes.

[ENG 237] Goddesses & Queens

Grades 9-10                                        3 credits                                        Sem 2

Goddesses and queens are often referenced in literature and film, but how well are they understood? Powerful women are present in literature spanning ancient epic poems to modern-day film and tv, but how is their power presented? What does it mean to be a woman who wields power in a world mostly run (and written) by men? We will read, view, and discuss a variety of works that feature princesses, queens, and goddesses.

[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.

[ENG 224WW]  Me & the World (Writing Workshop)

Grades 9-10        3 credits        Sem 2

This course will give you an opportunity to write about yourself, explore your identity, and examine how identity is shaped and strengthened. In this writing workshop, you will write multiple reflections about your own life and character, honing your writing skills throughout.

[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 290]  Advanced Placement Seminar

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

Prerequisite: Successful completion of two 9th Grade English courses with a final grade of B or higher

This course counts as the Writing Workshop credit for students in Grades 10.

Good arguments rarely rest on a single strain of evidence. Our most important insights often come from connecting diverse perspectives and disciplines.  AP Seminar, part of the College Board's AP Capstone Program, is a foundational course designed to teach students to think and write from a fundamentally interdisciplinary perspective. In this course, you will engage with materials from multiple lenses — artistic, philosophical, political, economic, scientific, and more — and use them to build and defend your own evidence-based arguments. The course will include multiple opportunities to present and to write, and will give students significant choice in the topics and questions they study. This course is designed to be challenging: students should expect a lot of reading, writing and presenting. In return, they should grow significantly as scholars.

[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 422DE]  Shakespeare

Grades 10-12        3 credits        Sem 2

This is a dual enrollment course offered at IACS that is the equivalent of ENG 119 at MCC.

The world of William Shakespeare, examined in a global context, in Elizabethan London. We’ll study his poetic and dramatic vision by reading select poems and plays, and by examining themes dealing with inequalities in race, religion, gender and age. We’ll see some plays live or on film, and read some scenes aloud in class. We’ll engage with Shakespeare’s language as it was intended to be: aloud and on our feet.

[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. Prerequisite: 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 314]  Literature of Terror

Grades 11-12        3 credits        Sem 1

This course is not for the faint of heart. We will begin by examining the concept of fear: what causes it, why we experience it, its biological functions, and why we seek out experiences that cause our adrenaline to rush or give us the shivers. We will focus on a variety of stories, films, and poems that create anticipation, dread, horror, and terror, and examine their techniques as well as their effects. Texts will include The Turn of the Screw by Henry James, Charlotte Perkins Gilman’s “The Yellow Wallpaper,” short stories anthologized in American Gothic Tales, edited by Joyce Carol Oates, and readings from David Punter’s The Literature of Terror: A History of Gothic Fictions from 1765 to Present Day. Projects will be both analytical, examining the elements of terror in class texts, and creative, adapting the techniques and devices we’ve discussed to students’ own gothic stories.

[ENG 356]  Film as Literature

Grades 11-12        3 credits        Sem 1

Viewing films critically and attentively will help students to approach media with greater thought and awareness. In order to reach that goal, this course will emphasize film as literature with a focus on film history, techniques, and genres. Students will learn how to “read” a film by analyzing its narrative structure, genre conventions, subtext, technical and artistic factors, and purpose. In addition, students will examine how films reflect the culture and times in which they are made, and conversely, how motion pictures sometimes help shape attitudes and values in society.

[ENG 358] Spill the Tea

Grades 11-12        3 credits        Sem 2

The world's second-most consumed beverage has sparked wars, motivated international heists, powered political agendas, prompted alliances, and inspired countless stories. Each week will feature a tea tasting, accompanied by related narratives, fictional stories, poetry, and articles. Students will practice both analytical and creative writing, learn vocabulary strategies, apply grammatical concepts, and participate in discussions that hone speaking and listening skills.

[English 359]  Science Fiction Frontiers: Cyberpunk and Aliens

Grades 11-12        3 credits        Sem 2

Do you dream about aliens and faster-than-light space travel? Would you ever implant a computer into your brain? Science Fiction is not only a popular genre to read or to watch, but it also tells the story about our future and our past. This course offers students a look into the future and the “what if” of science and technology. What does Science Fiction tell us about who we are, where we are going, and where we have been? Students will demonstrate their understanding and knowledge of Science Fiction through the analysis and close reading of short stories, articles, novels, and films within the Science Fiction realm.

[ENG 354WW] The Art of the Argument (Writing Workshop)  

Grades 11-12        3 credits        Sem 1

In this junior-senior writing workshop, students will analyze and take sides in controversies, anticipating objections from multiple opposing viewpoints. This research-heavy curriculum will require evaluating the reputability of sources, including scholarly ones, with the major assessments being Scholastic-style disputations and debates. Minor assessments leading up to these will include various types of argumentative writing, such as short essays, compare/contrast assignments, and evaluations of different arguments. A central theme of the course will be the conflict between relativism and objective truth in argumentation.

[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? 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 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. Students may only take one asynchronous course/semester.

[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 590] AP Research

Grade 12        6 credits        Full Year

Prerequisite: Successful completion of AP Seminar

This course allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio. The course culminates in an academic paper of 4,000–5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense.

Note: This will count as 3 credit of Senior Project and 3 credits of history credit for the students who successfully complete the full year course.

*Students who take both AP Seminar and AP Research may be eligible for the AP Capstone certificate or diploma. See the earlier section for more details.

[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

We offer several opportunities for students with demonstrated strong math skills and work ethic to move up a level or even move ahead a year in our math program. Generally, students must complete additional work and pass some assessments in order to move pathways; please 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. Some seniors take AP Statistics (with a teacher recommendation) or AP Calculus (as a move-up). 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 AP Calculus, AP Statistics, 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.

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. Students will explore topics including: Multi-step equations, systems of equations, similarity and right triangle trigonometry, and polynomials and factoring. As a Foundations course, we focus on continued development of students’ fundamental skills. In May, all 10th-grade students take the MCAS exam, therefore students will also review additional topics in preparation for this 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 exponential relationships, statistics, and probability. 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.

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. 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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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.

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 II 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 OR completion of Math 310 with Trigonometry Independent Study and recommendation of the Math 310 teacher.

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.

MAT 415AP - Advanced Placement Statistics

Grade 11/12        6 credits        Full Year

*Prerequisite: Successful completion of Math 220 or Math 320 with a final grade of C or higher or successful completion of Math 310 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.

Math Elective

MAT 900 - Personal Finance

Grade 11/12        3 credits        Sem 1

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

Welcome to Engineering! Whether you’re considering an engineering career or just looking to explore the field, this course is for you. We’ll start the year by learning how engineers solve problems, a process we’ll apply to designing our own wallets. We’ll then analyze physical structures to determine how much weight they can hold and how that weight is distributed. We’ll apply this knowledge to build our own bridges—which must withstand a 36-pound cinder block! Finally, we’ll learn about electronics by playing with breadboards and building our own electronic devices. This course prioritizes group work and project-based learning. Expect a lot of math, applied to real-world problems. This is a challenging course, but accessible to everyone of all backgrounds. By the end of the year, you’ll be able to identify engineering design problems, measure lengths and angles, create technical drawings, build and test prototypes, perform algebraic and trigonometric calculations, model free-body diagrams, solve trusses using the method of joints, explain how electricity works, interpret and draw circuit schematics, and build electronic devices on a breadboard. And if none of that made any sense, but you’re curious to learn more, then you’re in the right place.

[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 have class outside frequently.  

[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 engage in hands-on labs, design and 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.

[SCI 329] Green Chemistry & Sustainability A/B

Grade 11-12        6 credits        Full Year

In this course, students will explore the connections between personal care products and disproportionate rates of harm toward various populations. Using a systems thinking approach, students will learn how beauty injustices, such as skin color and hair texture discrimination, lead to higher chemical exposure and higher rates of asthma, cancers, and endocrine disorders. Students will use consumer product safety databases to screen their personal care products. They will analyze the Safety Data Sheets (SDS) of their products’ ingredients and learn about the chemicals’ health impacts on human bodies. Next, they will analyze asthma, cancers, and endocrine disorder data to identify patterns, trends, structures, and mental models that lead to disproportionate rates of harm to different people. Students will be able to recognize common harmful ingredients and minimize exposure to them. This project-based learning course offers one major project each semester. In the fall, students learn how to make safer chemicals by applying green chemistry principles in the "Making Glue" lab project. In the spring, students analyze harmful personal care products and propose safer formulations in the "Product Redesign" project. Students will become agents of change by sharing their learning with others, advocating for law changes, and personally strengthening their protection from harmful chemicals so that they can ensure a healthier future for themselves and their loved ones. This course is open to students from other Massachusetts high schools through the Campus Without Walls program, and it will be offered online to those other students.

[SCI 331]  Chemistry A/B         

Grade 11-12                                6 credits                                        Full Year

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

In this fast-paced and challenging course, you’ll engage in scientific inquiry, reasoning, and problem-solving to analyze the natural world. You’ll develop a deep conceptual understanding of matter and energy at the molecular level as you learn to explain macroscopic observations using particulate-level reasoning. This course follows College Board’s pre-AP curriculum: successful completion of this course will prepare you for AP Chemistry and college-level courses. Topics of study include phases of matter, calorimetry, kinetic molecular theory, chemical bonding, periodic table trends, molecular geometry, stoichiometry, percent yield, molarity, redox reactions, acids and bases, reaction rates, and thermochemistry. This course also includes a significant laboratory component, providing a hands-on experience that emulates the work of professional chemists. Projects include the “Structure Determines Function” Iceberg Model and “Chemistry Deep Dive” Presentations.

*Chemistry is recommended for future college STEM (science, technology, engineering, and math) majors and for students interested in applying to selective colleges.

[SCI 344]  Earth and Marine Science A/B  

Grade 11-12        6 credits        Full Year

***This course will be offered in a 2 year rotation. In 2027-2028, Forensics will be offered in its place.

Earth and Marine Sciences will be an exploration of our world; from the rocks beneath our feet to the deepest depths of the ocean and everything in between. Through interactive labs and problem sets we will look at the power of rivers, glaciers, and tectonic forces and the role they have played in creating Earth’s landscape. We will further explore the dynamics of marine environments and the role oceans play in regulating Earth’s climate. In the second semester we will look at human interaction with Earth. We will study natural disasters (earthquakes, volcanoes, and tsunamis) and how they affect society. We will explore how we create and harness energy, our use of natural resources, and examine the effects of global climate change. We will additionally be completing a year long study of our local geology. This is a field intensive course and students should expect to be conducting outdoor labs frequently.

[SCI 335]  Anatomy and Physiology

Grade 11-12                                       6 credits                                                   Full Year

Prerequisite: Biology

This course is an introduction to the structure and function of the human body. Students will begin by learning anatomical terminology and exploring the cells and tissues that make up the body, then study the major organ systems including the integumentary (skin), skeletal, muscular, digestive, nervous, circulatory, respiratory, excretory, immune, endocrine, and reproductive systems, as well as the special senses of vision and hearing. Throughout the course, students will use systems thinking to understand how body systems work together to maintain balance (homeostasis) and how disease impacts these systems. The class emphasizes hands-on learning through dissections, interactive labs, and activities where students collect and analyze data from their own bodies. Assessments include lab reports, case studies, projects, and tests, with structured support to help students build strong foundational knowledge and skills.

[SCI 335DE]  Anatomy and Physiology Dual Enrollment A/B

Grade 11-12                                       6 credits                                                   Full Year

Prerequisite: Biology

***This course is offered in a 2 year rotation. In 2027-2028, AP Environmental Science will be offered in its place.

This will be a Dual Enrollment course offered at IACS that is the equivalent of BIO 105 at MCC Students will automatically receive honors credit for the course.  This course is a college-level introduction to the structure and function of the human body. Students will study anatomical terminology, cells and tissues, and all major organ systems, including the integumentary, skeletal, muscular, digestive, nervous, circulatory, respiratory, excretory, immune, endocrine, and reproductive systems, as well as the special senses. Students will apply systems thinking to analyze how body systems interact to maintain homeostasis and how diseases disrupt these processes, with an emphasis on hands-on, inquiry-based learning through dissections and data analysis. As a college-level course, it moves at a faster pace and requires a higher level of independence, with more studying and preparation expected outside of class. Assessments include lab reports, case study analyses, projects, and cumulative exams.

[SCI 531]  Advanced Placement Physics A/B

Grade 11-12        6 credits        Full Year

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

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 270] Food Science         

Grade 10-12                                3 credits                                                Sem 1

In this course, you will explore the science of cooking through the lens of biology, chemistry, and physics. We will explore how different foods are made and how we experience them. Some topics will include the science of taste and texture, emulsions, spice, breadmaking, baked goods, cheesemaking, candy making, other fermentations, etc. We’ll also explore cooking techniques like steaming, distillation, vaporization, and grilling, and how these processes change food on a molecular level. Honors students will apply their understanding and design investigations to examine how different variables affect a food product or characteristic. We will also participate in Baking for Good as a community service project. This class is designed around Harvard’s Bite Scized chemistry curriculum.  

[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 272] Plant Science

Grade 10-12                                3 credits                                                Sem 2

In this course, you will explore the science of plants, including how they grow, communicate, and survive. You’ll investigate plant evolution and development while applying your understanding to different growing techniques including hydroponics, grafting, plant production, breeding, greenhouse management, plant trials and seed germination experiments.

Through a collaboration with Boston College, you will participate in the Smart Greenhouse Project where you’ll grow plants in a tabletop greenhouse while combining plant science, engineering ,and computer science to manage your own system. You will also learn about careers in horticulture, agriculture, and plant science and apply your skills in a community service project to support a local group.

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

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 at  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, and our own identity as Americans, 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.

[IDS 170]  History of American Popular Music

Grade 9-12        3 credits        Sem 1 or 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 305]  Ancient Civilizations

Grade 11-12                                        3 credits                                                  Sem 1

In this semester-long course we will begin with studying the emergence of civilizations of the ancient world by delving into their archaeology, culture, religion and societies. Beginning in the Paleolithic Era (roughly 2.5 millions years ago), we will examine some of the most important developments in civilizations across the globe spanning from their origins to their collapse. We will concentrate on how societies evolved from primitive hunter-gathering to advanced, more complex civilizations over time and space. By the end of the course, you will be able to interpret important social, political, religious and economic themes from the  ancient world ranging from the Egyptians, Babylonians and Kush to the world of the Mayans, Incas and Aztecs. In examining these ancient peoples, you will then make comparisons to how many aspects of these civilizations continue to be relevant and present in today’s world.

[HST 449]  Holocaust

Grade 11-12                                        3 credits                                                   Sem 1

This course addresses challenges posed by the Holocaust to civilization’s ideals; challenges relevant to thinking about human nature, challenges significant to the breadth and depth of the human experience.  Historian Nora Levin describes its essential contradiction as the “debasement of traditional Western values at the hands of a highly developed society, a society which made mass murder a civic virtue” (The Holocaust Years, x).  Near the century’s midpoint while a world war was being waged, another war – not separate, but often thought to be – was also being fought: one targeting Jews and other “undesirables.”  This war resulted in the destruction of the European Jews.  Students in this course will examine questions arising from this event: questions about state-sponsored mass murder, survival amidst atrocity, the impact of total war on modern societies, and the role of memory in recovering a haunted and ruined past.

[HST 439] Revolutions of the 21st Century

Grade 11-12                                         3 credits                                         Sem 2 

Revolutions of the 21st Century takes students inside four of the modern world's defining uprisings: the Cuban Revolution, China's Cultural Revolution, the Iranian Revolution, and the Arab Spring. Spending four weeks on each, students read primary sources and memoirs and watch films to understand these revolutions from the inside, seeing how ordinary people combat against governments and what happens after.

[HST 427] Ancient Rome

Grade 11-12                                         3 credits                                         Sem 2 

This elective explores the history and culture of Ancient Rome, beginning with its origins and the development of the Republic, continuing through the era of Julius Caesar and the Augustan Era, and concluding with the spread of Christianity under Constantine the Great and the eventual fall of the Roman Empire. Students will examine key aspects of Roman life, including government, social structure, religion, architecture, entertainment, and daily life, while also studying the expansion of Rome from a small city-state in Italy to a vast Mediterranean empire and the people who shaped its growth. The course concludes with an analysis of the rise of Christianity and the factors behind Rome’s decline, while also encouraging connections to the modern world by considering how Roman civilization continues to influence today’s societies and what lessons can be drawn from the fall of the empire.

[IDS 590] AP Research

Grade 12        6 credits        Full Year

Prerequisite: Successful completion of AP Seminar

This course allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio. The course culminates in an academic paper of 4,000–5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense.

Note: This will count as 3 credit of Senior Project and 3 credits of history credit for the students who successfully complete the full year course.

*Students who take both AP Seminar and AP Research may be eligible for the AP Capstone certificate or diploma. See the earlier section for more details.

[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. Students may only take one asynchronous course per semester. 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. Students may only take one asynchronous course per semester.  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. Students may only take one asynchronous course per semester.  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 225] ¡Dímelo! (Say it! - Level II )      

Grade 9-12                                                       3 credits                                                             Sem 1                                                                                                           

This course refreshes the Spanish knowledge that you already have while at the same time taking your skills up a notch. You'll improve in every aspect - reading, writing, speaking and listening - so that you can better handle any situation. At this stage in your learning, you're able to get by in basic everyday situations - like doing the grocery shopping or ordering at a café. We will be working on everyday vocabulary and reinforcing the present tense with a large emphasis on verbal communication.

[LAN 219]  Mi español diario (My Daily Spanish - Level II)  

Grade 9-12                                                       3 credits                                                        Sem 1                                                                     

The aim of the course is to reach the ACTFL Novice Mid-High level. Therefore, all programmed content is carefully selected to achieve this goal. The communicative skills students will have the opportunity to improve are primarily speaking, listening, and reading. Writing is also an important skill; however, in this class it will not be assessed as rigorously as the first three skills mentioned. Students will learn within contexts such as introducing themselves, describing themselves and others, talking about their routines, expressing how they feel, stating likes and dislikes, and discussing the world around them (home and school). The course will equip them with fixed phrases and sufficient vocabulary to express themselves in the contexts mentioned above. Lastly, there is a cultural component involved throughout the entire process. This component is both implicitly and explicitly present in all the contexts practiced in class.

[LAN 229]  ¡Vamos a hablar! (Let’s Talk!  - Level II)

Grade 9-12                                3 credits                                                            Sem 2

Ready to move from simple phrases to real conversations? ¡Vamos a Hablar! is a dynamic Spanish course designed for learners working within the ACTFL Novice Mid to Novice High proficiency range. Students build confidence speaking, listening, reading, and writing about everyday topics such as family, school, hobbies, food, and daily routines.

Through interactive tasks, authentic cultural materials, and meaningful communication activities, learners expand their vocabulary, strengthen sentence formation, and develop the skills needed to express personal preferences, ask and answer questions, and handle practical situations. By the end of the course, students will be prepared to communicate with greater independence and transition smoothly toward the Intermediate level.

[LAN 211]  Yo y mi mundo en español (Me and My World in Spanish - Level II)

Grade 9-12                                3 credits                                                            Sem 2                                                      

The aim of the course is to reach the ACTFL Novice Mid-High level. Therefore, all programmed content is carefully selected to achieve this goal. The communicative skills students will have the opportunity to improve are primarily speaking, listening, and reading. Writing is also an important skill; however, in this class it will not be assessed as rigorously as the first three skills mentioned. Students will learn within contexts such as talking about likes and dislikes, the animal kingdom, foods, furniture, emotions, nationalities etc. The course will equip them with fixed phrases and sufficient vocabulary to express themselves in the contexts mentioned above. Lastly, there is a cultural component involved throughout the entire process. This component is both implicitly and explicitly present in all the contexts practiced in class.

[LAN 228] Hablando y contando en español (Telling & narrating stories in Spanish - Level II)

Grade 9-12                                3 credits                                                            Sem 2

This course is designed for students beginning at the Novice Mid level who are working toward achieving Novice High proficiency. Students will review and expand previously learned vocabulary and phrases to initiate and sustain basic conversations in everyday situations at home and within their community. Through integrated listening, speaking, reading, and writing activities, students will strengthen their Spanish communication skills. They will also develop confidence by reading and sharing simple stories from Latin American countries, as well as narrating personal experiences using familiar language and connected sentences.

Level 3

[LAN 330]  Música y cultura latina (Latin Music and Culture - Level III)

Grade 9-12                                             3 credits                                                               Sem 1

In this course, students will explore both contemporary cultural trends in music and those that are traditions and foundational to Latin culture. Students will practice Spanish while learning about Latin American music and other artistic expressions, such as art, dance, musical instruments, and leading artists. They will also learn about the diversity, interesting facts, and cultural events specific to Latin music and culture. They will apply the Spanish language and vocabulary they have learned by practicing their listening, writing, and reading skills, thus strengthening their knowledge of Spanish.

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[LAN 340]  El mundo hispanohablante a través del lente del cine (The Spanish-speaking World through the Lens of Cinema - Level III )

Grade 9-12                                3 credits                                                                    Sem 2

This course explores the Spanish-speaking world through the lens of cinema, analyzing how films reflect and shape cultural identities, historical memory, and social realities in Spain, Latin America, and Latino communities in the United States. Through the critical study of emblematic films—such as Tambien la lluvia by Iciar Bollain, and Diarios de motocicleta by Walter Salles and Voces inocentes by Luis Mandoki —students will examine themes such as dictatorship and historical memory, migration, gender, race, social class, colonialism, and resistance.

The course combines film analysis (narrative, aesthetics, symbolism, and cinematic language) with historical and cultural context. Discussions, presentations, and essays will foster the development of critical skills in Spanish, as well as a deeper understanding of the diversity and complexity of the Spanish-speaking world.

No previous experience in film studies is required; however, active participation and a willingness to view cinema not only as entertainment, but as a window into the multiple realities of the Spanish-speaking world are expected.

Level 4

[LAN 4  57 DE] Literatura del romanticismo y el realismo (Literature of Romanticism and Realism - Level IV)

Grade 9-12                                3 credits                                                   Sem 1                                 

Dual Enrollment with MCC LAN 251 - Spanish 3 and Culture

In this course, we will study Romanticism and Realism literature of the 19th century.

19th-century Spanish-language literature moved through Romanticism (approx. 1830–1860), which focused on emotion, individual freedom, and the construction of national identity after independence. We will read abridged versions of works by Bécquer, Espronceda, and Jorge Isaacs, who defined Romanticism in Spain and Latin America.

Realism (second half of the 19th century) was characterized by objective observation, costumbrismo (depictions of everyday customs and life), social criticism, and psychological analysis of the bourgeoisie. We will read abridged versions of works by Galdós, Pardo Bazán, and Clarín, who led the Spanish realist novel, along with Latin American figures such as Eugenio Díaz, Blest Gana, and Matto de Turner. 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 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  467 DE ] Poesía modernista hispanohablante (Spanish Modernist Poetry - 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 modern Hispano-American poetry. We will study the poetry of the vanguardia, focusing on poets such as César Vallejo, Pablo Neruda, and Vicente Huidobro, who broke with traditional forms by adopting free verse, experimentation, and a strong sense of social commitment. We will also read contemporaneous poets such as Rubén Darío, Gabriela Mistral, Juan Gelman, José Emilio Pacheco, Óscar Hahn, and Alejandra Pizarnik—poets who renewed lyricism through avant-garde experimentation, intimacy, and social engagement. 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 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: 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 restful guided 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 136] Wellness & Challenge Education

Grade 9-12        3 credits        Sem 1 or Sem 2

This wellness course weaves together challenge education, personal fitness, outdoor adventure, and cooperative sports. Challenge education is the connective thread throughout, with team-building initiatives, trust activities, and cooperative problem-solving games that anchor the course. The personal fitness unit invites students to set and track their own goals, and make progress using weights and provided exercise resources. In the outdoor adventure unit, students will get the opportunity to utilize our vast school grounds through activities such as hiking, orienteering, snowshoeing, and other nature-based activities that build awareness, endurance, and appreciation for the outdoors. The cooperative sports unit layers in new games and skills, and will be filled with a variety of unconventional team-based games that may include, but are not limited to: Sabakiball, Ki O Rahi, and Ultimate. Early in the semester, students will contribute to a shared wishlist of activities, and the course schedule will reflect that input wherever possible. This class is designed to be accessible and engaging for all fitness levels. The emphasis is always on participation, growth, and working well with others — not on who's the fastest or strongest in the room.

[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 mental health, nutrition, 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.