High School

This course focuses on expanding students’ understanding of literature by analyzing authors’ themes and biases. Students will have a foundation in several genres by the end of the year, including short stories, poetry, young adult fiction, plays, and non-fiction. Vocabulary and grammar are integrated in all units. Writing skills focus on organizing an essay and using evidence and rhetoric effectively to support a thesis. Students will work on conveying concise and clear ideas in their writing and speaking, while improving their overall discussion and presentation skills. 

In this course, we read literature written by US authors from diverse backgrounds, focusing on contemporary texts. We will discuss how history has informed and influenced these works. Class activities include Socratic Seminars, close reading, research using databases, presentations, debates, essays, and creative writing. Lessons on grammar and vocabulary are integrated throughout the year. Students will be given a choice of topic for many of the projects, and are encouraged to regularly make connections to topics they are learning about in their other courses and the world we live in today.

This course will focus on speculative fiction and the anxieties of past and present. We will track these themes across a range of texts that explore the interconnectedness of humanity and our relationship to the world. Discussion, critical inquiry, and reflective practice will play a significant role throughout this course. We will delve into perspective and the role of imagination in shaping the future. Throughout the year, students will gain experience writing formal researched argument essays and actively participating in Socratic Seminars, group activities, and collaborative Literature Circles. Students will be asked to consistently exercise their own creativity as they take inspiration from our work in class and the world beyond.

This course will focus on exploring and writing the self, in anticipation of college and scholarship application essays. Our biggest task during the first quarter will be drafting personal statements through writing labs, collaborative workshops, and peer-editing. Concurrently, we will be engaging with a variety of world literature that raises questions about meaning and identity. Through this, students will build greater awareness of the self as we explore personal aspirations and positionality within a diverse and globalizing world. During the year, students will also take part in Lit Circles, which will build their autonomy and creativity, and in the final quarter, they will complete a senior project of their choosing. The goal of this course is to awaken students to their potential as college students and citizens of the world. 

According to the College Board, “AP English Literature and Composition is an introductory college-level literary analysis course. Students cultivate their understanding of literature through reading and analyzing texts as they explore concepts like character, setting, structure, perspective, figurative language, and literary analysis in the context of literary works.” Texts focus on English and American Modernism, especially the novels of Virginia Woolf, Oscar Wilde, Toni Morrison, Zora Neale Hurston, Iain McEwan, and of course some earlier writers like William Shakespeare and Emily Dickinson. Wherever possible, we will seek to extend the cannon of literature engaged with to encompass a wider and more diverse range of texts. As this is a college-level course, students are expected to read and annotate up to 100 pages Monday-Friday. They are expected to be comfortable writing a 5-paragraph essay in 40 minutes with few mechanical errors. These expectations are the only prerequisite.

This course combines a creative writing workshop with the close reading of literary texts. We will practice the art of writing fiction and poetry through studying mentor texts. There will be regular writing workshops for us to offer one another feedback on our writing. We will read deeply, study, and discuss the elements and contrasting styles of fiction writers before writing scenes, stories, and poems that embody techniques used by these writers. Second semester will culminate in a student-created literary magazine, where BFS art and writing will be published!

In this course, we will analyze the development and structure of films, along with the impact cinematography and director’s choices have on the audience. We will explore how cultural, historical, and political contexts shape a film’s narrative. Expect to create your own videos individually and in groups that imitate or remake the style of films we watch in creative ways. We will read and write texts in response to the films we view, discuss and critique regularly, and assess bias of course texts (audio, visual, written). We will identify themes, discuss film reviews, write screenplays, create storyboards, and challenge one another’s thoughts as part of a learning community. 

In the beginning of the year, there will be a review of rates, proportions, and simplifying expressions while practicing algebraic reasoning. Then, students will extensively study the solving of linear equations and graphing. In the second semester, the study of linear equations is extended to graph and solve linear inequalities in one and two dimensions. Then, students will solve systems of linear equations and inequalities. The year will conclude with studying exponents and quadratics. Throughout the year, there will be focus on algebraic reasoning and generalizing relationships between variables. Students will actively investigate mathematics and work with peers to communicate their findings. Then, as a class, we will summarize the findings in a clear and concise method.

This course involves the student as a problem solver, one who can reason mathematically and who can communicate and make connections among various mathematical ideas, including the following: points, lines, planes and angles, parallel lines and planes, transformations and congruence, congruent triangles, similar polygons, right triangles, circles, areas of plane and solid figures, volume and surface area of solids, organizing proofs logically and using formulae to solve problems.

In this course, students will be investigating Algebra as a tool for calculation and problem-solving. We’ll start with some review of Algebra I and focus on quadratic functions and factoring, polynomial functions, rational exponents and functions, rational functions, data analysis and statistics, sequence and series, quadratic relations and conic sections.

In this course, the students will review and learn more depth in Trigonometric, Geometric, and Algebraic techniques and how to integrate them to prepare for the study of calculus and strengthen their conceptual understanding of problems and mathematical reasoning in solving problems. In addition to working problems by hand, students will learn how to use technology such as TI 83/84/89. These standards take a functional point of view toward those topics. The most significant new concept is that of limits.

This course provides an introduction to probability and statistics with applications that focus on exploring and analyzing real-world data sets, along with designing and carrying out studies. The course will focus on building skills in data collection, descriptive and inferential statistics, probability, and using technological tools to analyze statistics. Students will use multiple representations to present findings including written descriptions, numerical statistics, formulas, and graphs.

In this course, the students will review and learn more depth in Trigonometric, Geometric, and Algebraic techniques and how to integrate them to prepare for the study of calculus and strengthen their conceptual understanding of problems and mathematical reasoning in solving problems. In addition to working problems by hand, students will learn how to use technology such as TI 83/84/89. These standards take a functional point of view toward those topics. The most significant new concept is that of limits. Students who successfully complete this course will be prepared to take AP Calculus AB

In the first semester, we will start with a review of graphs of parent functions and transformations of those graphs. There is a focus on knowing the shape of several different functions and using properties to transform those graphs. We will explore properties of polynomial, rational, exponential, and logarithmic function in more depth through investigations and connecting to prior topics. Then, a significant portion of time will be spent studying trigonometry: trigonometric functions, identities, solving equations and laws of sines/cosines. For the remainder of the year, we will study systems of equations and inequalities, and sequences, series, and probability before concluding with an introduction to limits to help prepare for AP Calculus.

AP Calculus AB focuses on students’ understanding of calculus concepts and provides experience with methods and applications. Through the use of big ideas of calculus (e.g., modeling change, approximation and limits, and analysis of functions), the course becomes a cohesive whole, rather than a collection of unrelated topics. The course requires students to use definitions and theorems to build arguments and justify conclusions.

The courses feature a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. Teachers and students should regularly use technology to reinforce relationships among functions, to confirm written work, to implement experimentation, and to assist in interpreting results.

AP Calculus AB is designed to be the equivalent of a first semester college calculus course devoted to topics in differential and integral calculus.

AP Calculus BC focuses on students’ understanding of calculus concepts and provides experience with methods and applications. Through the use of big ideas of calculus (e.g., modeling change, approximation and limits, and analysis of functions), the course becomes a cohesive whole, rather than a collection of unrelated topics. The course requires students to use definitions and theorems to build arguments and justify conclusions.

The courses feature a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. Teachers and students should regularly use technology to reinforce relationships among functions, to confirm written work, to implement experimentation, and to assist in interpreting results.

AP Calculus BC is designed to be the equivalent to both first and second semester college calculus courses. AP Calculus BC applies the content and skills learned in AP Calculus AB to parametrically defined curves, polar curves, and vector-valued functions; develops additional integration techniques and applications; and introduces the topics of sequences and series. 

The AP Statistics course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.  There are four themes evident in the content, skills, and assessment in the AP Statistics course: exploring data, sampling and experimentation, probability and simulation, and statistical inference.  Students use technology, investigations, problem solving, and writing as they build conceptual understanding.  This AP Statistics course is taught as an activity-based course in which students actively construct their own understanding of the concepts and techniques of statistics.

This course offers a detailed study of Asian history, geography, and cultures as it follows the social, economic, and political development of the Asian continent from prehistory to the present. Special attention will be placed on developing critical thinking and writing skills through primary and secondary source analysis and essay writing. They will investigate the global connection of world events and its impact on the Asian continent. Particular attention will be paid to world religions, the development of technology, impact of imperialism, and the 20th century; a brief overview of Korean history will also be examined. Students will be assessed through tests, quizzes, homework, and group and individual projects.

This social studies course is aimed at developing an understanding of the history of the United States.  The course content takes you through a somewhat comprehensive journey through U.S. History with an emphasis on the most impactful periods in U.S. history. Students will learn about the institutions, individuals, groups, ideas, circumstances, and events (both good and bad) which shaped the U.S. into what it is today.  
Throughout the learning process, students will work to gain an understanding of key historical, political, geographical, and economic concepts that can be applied outside the context of U.S. history.  In addition to content, students will work to develop their academic reading, writing, research, presentation, and communication skills to better prepare them for future coursework. Students must complete reading assignments, notes, and participate in discussions in order to be successful. Assessment will take place through frequent quizzes, tests, and projects.

The world has become much smaller in recent years as new technology increases the speed and flow of information from one part of the world to the next. In this course, students will focus on types and structures of government/political systems (including US and ROK governments) and conduct inquiries into contemporary and emerging global issues. Students work to gain an understanding of how history, culture, politics, and economics play important roles in shaping many of the global issues of our time.  The course will also promote and enhance research, collaboration, and multimedia presentation skills which can transfer to future academic coursework. 

Students will participate in the Model United Nations (MUN) competition through the South Korea Activities Conference (SKAC) and will have the opportunity to participate in a regional MUN competition.

AP World History: Modern is a course that explores key themes of world history, including interaction with the environment, cultures, state-building, technological developments,  economic systems, and social structures, from approximately 1200 C.E. to the present. Students will learn to apply historical thinking skills including the ability to craft arguments from evidence; describe, analyze and evaluate events from a chronological perspective; compare and contextualize historical developments; and analyze evidence, reasoning, and context to construct and understand historical interpretations. As this is a college-level course, students are expected to read and take notes on a daily basis; time-management skills are essential. 

The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the ethics and methods psychologists use in their science and practice. This is a content and vocabulary intensive course. Grade 10 students must have approval from their English teacher before signing up for the class.

Economics is a social science that studies how individuals, governments, firms, and nations make choices while attempting to satisfy unlimited needs and wants with limited resources. The purpose of the AP Microeconomics course is to give students a thorough understanding of the principles of economics that apply specifically to the functions of individual decision-makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets, includes the study of factor markets, and of the role of government in promoting greater efficiency and equity in the economy.

Throughout this course, students will learn the basic concepts of economics which are fundamental tools to understand and analyze economic events. Furthermore, students will investigate how macroeconomic events such as changes in interest rates, inflation, and foreign exchange rates can affect individuals’ finances. The primary personal finance topics covered throughout this course will include: savings, investing, budgeting, buying a home with mortgage, and applying for employment. Through readings, discussions, and projects, students will gain an understanding of basic individual financial practices as well as make connections through practical, personal applications. All students will leave with a better understanding of the financial impacts of their choices and be better equipped to manage their finances.

This course introduces general psychology as the science of the human mind and behavior. The course will survey the history and origins of psychology, basic issues, concepts, theories, and research methods. Students will increase their awareness of the scientific approach to understanding human behavior by learning about human development, perception, consciousness, theories of personality formation, and psychological disorders.

Biology is the study of organisms, including their structure, function, growth, evolution, distribution, and taxonomy. The objectives of this course are to provide students with a general knowledge of biology and to prepare students for a general biology course in university.

The course topics are: the science of biology, the chemistry of life, cell structure and function, photosynthesis, cellular respiration and fermentation, cell growth and division, introduction to genetics, DNA, RNA and protein synthesis, human heredity, genetic engineering, Darwin’s theory of evolution, evolution of populations, classification, history of life, viruses and prokaryotes, animal systems, animal behavior, digestive and excretory systems, nervous system, skeletal, muscular, and integumentary systems, circulatory and respiratory systems, endocrine and reproductive systems, and immune system and disease.

Chemistry is the study of matter and its behavior, changes, composition, property, and structure. The objectives of this course are to provide students with a general knowledge of chemistry and to prepare students for a general chemistry course in university. 

The course topics are: labs and calculations, matter and change, measurements and calculations, atoms: the building blocks of matter, arrangement of electrons in atoms, the periodic law, chemical bonding, chemical formulas and chemical compounds, chemical equations and reactions, stoichiometry, states of matter, gases, solutions, ions in aqueous solutions and colligative properties, acids and bases, acid-base titration and pH, reaction energy, reaction kinetics, chemical equilibrium, nuclear chemistry, and organic chemistry.

Using skills and tools that scientists use, students in the Environmental Science course will study interactions and interdependencies that living beings, including humans, have with their environment. Based on current issues and foundational knowledge of both Earth and Social Sciences, we will explore how societies use natural resources and, at times, create serious issues that need attention. Based on the Next Generation Science Standards (NGSS), the course will use an applied science approach to focus on real-life challenges, industry, workforce, the future, and the betterment of humanity, in addition to investigating practical solutions to current environmental problems. Students will consider human interaction with environmental systems and identify and develop ways in which they can steward their surroundings and the planet. Be ready to debate the issues, create authentic projects that improve and protect our surroundings, and discover ways we can enhance the planet we have inherited from our ancestors and will pass down to our descendants. 

Physics is the study of the motion of matter, energy, and forces. The objectives of this course are to provide students with a general knowledge of physics and to prepare students for a general physics course in university.

The course topics are: calculations, the science of physics, motion in one dimension, two-dimensional motion and vectors, forces and the laws of motion, work and energy, momentum and collisions, circular motion and gravitation, fluid mechanics, heat, thermodynamics, vibration and waves, sound, light and reflection, refraction, electric forces and fields, circuits and circuit elements, magnetism, and additional content.

AP Chemistry is the study of matter and its behavior, changes, composition, property, and structure. The objective of this course is to provide students with the knowledge of a general chemistry course in university.

The course topics are: reactions in aqueous solutions, gases, thermochemistry, intermolecular forces and liquids and solids, physical properties of solutions, chemical kinetics, chemical equilibrium, acids and bases, acid-base equilibria and solubility equilibria, entropy, free energy, and equilibrium, electrochemistry, and additional content.

AP Seminar is the foundational course in the AP Capstone diploma that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational literacy, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.

**A.P Seminar requires a summer assignment to be completed before the school year begins. Students must enroll in A.P Seminar before August 1st to have enough time to complete the summer assignment.

AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of personal interest.  Students design, plan and implement a year-long investigation to address a research question.  Through this inquiry, they further the skills acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing and synthesizing information.  Students actively reflect on the development of their skills, document their process, and curate the artifacts of their scholarly work through a 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.

Grades 9, 10, 11, 12 Physical Education (PE) / Health (Full HS PE Credit)

Physical Education for HS students consists of individual sport-specific skill training with an emphasis on volleyball & basketball rules, skills, techniques, and strategies for competition. This course ties in well with our school’s SKAC league sports seasons in Semester 1. Additionally the course focuses on health-related physical fitness concepts based on the Fitness For Life program, which utilizes a textbook and supplemental online ancillary resources.

Grades 9, 10, 11, 12 Maker Space: Design and Engineering (Elective Credit)

This is a year-long and project-driven course devoted to solving problems and creativity. Students will analyze problems, create solutions, and test their designs. They will learn to use a variety of materials from paper-craft, sewing, and 3D printing as well as others to solve tasks. These tasks will be a combination of practical problems to be solved for the benefit of BFS, problems posed by the teacher (solving problems that will help individuals and societies), and problems and designs that the students will come up with on their own. Activities will include identifying possible construction projects, determining materials needed, learning the safe and proper use of hand and power tools, working both independently and collaboratively, and the basic use of circuits and programming to accomplish tasks. 

Grades 9, 10, 11, 12 Intro to Computer Science (Digital Arts Credit/Elective)

This class focuses on building skills in computer science and teaches the fundamentals of computer programming as well as some advanced features of the Python language. Using a mix of CodeHS and Carnegie Mellon, students will utilize a project-based approach to programming to solve problems logically and efficiently in both individual and collaborative programming settings.  This course does not assume any prior programming experience.  Students will learn the basics of programming, and then gradually harness the power of some of Python’s more advanced features to make games and solve real-world problems.  This course is a perfect primer for students who have a general interest in computer science and those who wish to take AP Computer Science courses alike.

Grades 10, 11, 12 AP Computer Science Principles (Digital Arts Credit/Elective)

AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems—including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.It is recommended that students have successfully completed high school algebra and have adequate descriptive writing skills before taking this course.

Grades 11, 12 AP Computer Science A (Digital Arts Credit/Elective)

AP Computer Science A is an introductory college-level computer science course in the Java programming language. Students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures. While there are no official prerequisites for this course, it is highly recommended that students have some prior programming experience.

Grades 6 – 12 Studio Art (HS Arts Credit/Elective)

These middle and high school classes are designed with the serious art student in mind. We will emphasize art as an ongoing process that involves you making informed and critical decisions while working in a number of different artistic realms: drawing, 2D, and 3D pieces. You will add to your technical artistic skills and become more aware of all aspects of visual artistic elements. 

Students will create projects that range from the political to the personal and whimsical by using a variety of media – for example, a collage that makes a powerful visual statement about an important issue or a Picasso-like sculpture splashed with color and pattern. 

A key focus is the language of art, known as the Elements and Principles of Design. Some key art movements are studied as well as the larger question: “What is Art?” Feedback and reflection are other important parts of the learning process, facilitated by our art teacher. This class will open students’ eyes to new ideas about art and creativity.

Grades 10 – 12 AP Drawing (Arts Credit/Elective)

The AP Drawing course framework presents an inquiry-based approach to learning about and making art. Students are expected to conduct an in-depth, sustained investigation of materials, processes, and ideas. The framework focuses on concepts and skills emphasized within college art foundations courses with the same intent: to help students become inquisitive, thoughtful artists able to articulate information about their work. AP Drawing students develop and apply skills of inquiry and investigation, practice, experimentation, revision, reflection and communication.

Students create a portfolio of work to demonstrate inquiry through art and development of materials, processes, and ideas over the course of a year. Portfolios include works of art process documentation, and written information about the work presented. In May, students submit portfolios for evaluation based on specific criteria, which include skillful synthesis of materials, processes, and ideas and sustained investigation through practice, revision and experimentation, guided by questions. Students may choose to submit any or all of the AP Portfolio Exams.

Grades 9 – 12 HS Choir (HS Arts Credit/Elective)

The high school Choir class is designed to develop and advance the musical, creative, and expressive abilities of students. Chorus students will use their vocal instrument to create a correct and pleasing singing sound.  In addition to advancing a proper vocal singing technique, students will also study music reading and listening skills, sight-singing skills, and performance etiquette. Students will advance their mastery of solfege, major and minor scales, and 3 and 4 part harmonies. Students will create and experience music as a musical ensemble. Students will develop an understanding and appreciation of music from different cultures and periods of time. Students will have the opportunity to develop team building and leadership skills as they prepare for school and regional performances. This is a performance-based class. Participation in concert performances outside of regular class hours is required.

Grades 6 – 12 Beginner Band (HS Arts Credit/Elective)

Beginner Band is offered to middle and high school students. All of the students in this class should be beginners on their instruments.   Students will learn how to read music and develop strong fundamental skills on their instrument of choice. We will play a variety of music ranging from Grades 0.5 to 1 and perform multiple times throughout the year. For this class, students will choose from the following instruments: flute, clarinet, saxophone, trumpet, and trombone. Later in your musical journey, there will be  opportunities to branch into other instruments. 

BFS has a number of instruments available to rent for the school year. For more information, please talk to Ms. Harris.

Grades 7 – 12 Intermediate Concert Band (HS Arts Credit/Elective)

This ensemble is for students who have had at least one year of experience playing in a concert band. If you have completed the Beginner Band class at BFS, this is the next step!  We will play a variety of music ranging from grades 1-3  Incoming intermediate band students should  be able to read music and feel comfortable playing in the keys of Bb, F, and Eb.   Students will have multiple performance opportunities throughout the school year.   While rental instruments are prioritized for Beginner Band, we may have instruments available to rent through BFS.

Grades 7 – 12 Advanced Band (HS Arts Credit/Elective)

Advanced Band at BFS is a course designed for students who would enjoy playing in an advanced  wind ensemble setting.  At least two years of experience playing an instrument is necessary to be in this band. Members must be able to play their instrument at an intermediate level and comfortably read music. The reading level will start at Grade 2.5 and go up to Grade 4 You must be comfortable playing in a variety of different keys.  Students will have multiple performance opportunities throughout the year and will represent BFS at the highest level of musicianship.  While instrument rentals are prioritized for Beginner Band, we may have instruments available to rent through BFS. See Ms. Harris if you are interested in this class. As this course will be offered outside the regular timetable, HS students who complete a full year of the course will receive. 5 fine art credit towards graduation.

Grades 10 – 12 Music History (Social Studies or Arts Credit/Elective)  

In 1913, a riot broke out at the premiere of Igor Stravinky’s ballet, The Rite of Spring. In the 12th century, an unassuming nun by the name of Hildegard von Bingen spoke of mystical and sacred visions while writing the largest body of medieval monophonic music we have access to today. In 1960, jazz singer Ella Fitzgerald won a Grammy for a performance of Mack the Knife in which she forgot the words and improvised lyrics to the song. Stories like these play a huge role in the history of music. This class will explore the major eras of classical music, as well as explore modern genres like jazz, rock, and even K-Pop. While past musical experience is not required, having a basic music background will be a tremendous asset. See Ms. Harris if you have any questions.

Grades 10 – 12 Guitar (Arts Credit/Elective)

Have you ever wanted to learn the chords to your favorite song, or learn a cool riff that you can’t get out of your head? In this courseat BFS, you will have the opportunity to choose your own path while learning guitar! You may choose to explore playing chords, reading tabs, singing, songwriting by setting your own goals and working toward them on a weekly basis.This course works well for older students that want to try something new. This class has a strong element of independent work with teacher and peer assistance. You can enroll in this class more than once. BFS has a number of classical guitars available for use in class. No previous musical experience is required; only a strong desire to learn something new!

Grade 9-12 HS Spanish 1 (Foreign Language Credit/Elective)

This first-year high school Spanish course will introduce students to the foundation of the language and help to develop their expressive confidence.
Through individual and collaborative activities, students will communicate about their family and friends, likes and dislikes, school, food, culture, and the world around them. Through introductory novels, videos, and other authentic materials, students will be immersed in the Spanish language in order to build a strong base in the four skill areas of listening, reading, writing, and speaking.

Grade 9-12 HS Spanish 2 (Foreign Language Credit/Elective)

This course will build on skills learned in Spanish I, expand vocabulary, increase grammar proficiency, develop literacy skills, and give students the confidence to express themselves more fully in the Spanish language.
Spanish 2 will prepare students to communicate in various times and tenses through the exploration of topics such as the body, the home, shopping, and travel. Through introductory novels, videos, and other authentic materials, students will be immersed in the Spanish language and related cultures in order to improve in the four skill areas of listening, reading, writing, and speaking.

Grade 10-12 HS Spanish 3 (Foreign Language Credit/Elective)

Spanish 3 will review and build on prior skills learned in Spanish I, and II, moving students closer to fluency. This level of Spanish instruction assumes a basic-intermediate knowledge of grammar concepts and vocabulary introduced in previous levels. Emphasis is on communicating in Spanish through reading, listening, writing, and speaking in various contexts and aspects of time. Students also study Hispano-American and Spanish cultures, geography, and history through literary texts, film, pop songs, and other authentic materials. Students will frequently participate in individual, paired, and group activities as well as complete written and oral projects to practice and apply new vocabulary and grammar concepts.  Students will read at least one novel each semester as well as explore social and cultural topics through literary texts and authentic readings.  Students will present on topics using composition and conversation while integrating advanced grammar. Oral and written proficiency will be evaluated frequently.

Grade 11-12   HS AP Spanish (Foreign Language Credit/Elective)

The AP Spanish Language and Culture course is intended for the highly motivated and capable student. This class will allow the student to continue to build proficiency in the areas of reading, writing, listening, and speaking through a variety of interactive and non-interactive activities such as compositions, essays, oral presentation, skits, in-depth studies of Spanish and Latin American literature, history, and geography. The units cover a variety of societal and cultural issues that are important to our global community. The end desire of teaching these units is to nurture the students’ growth as they become Global Citizens, and help them make cultural connections when comparing their individual communities to those of the Spanish Speaking world. The 6 Thematic Units are Personal and Public Identity; Families and Communities; Science and Technology; Beauty and Aesthetics; Contemporary Life; and Global Challenges. Students may sign up for AP Spanish only with permission from the instructor.

Grades 9 – 12 Korean for Non-Native Speakers (Foreign Language Credit/Elective)

This course is combined with first-year and second- year Korean Class. This course is for non-native Korean speakers only and it is designed to communicate about daily life, to learn appropriate expressions in order to successfully handle uncomplicated communicative tasks such as ordering, requesting, recommending, reserving and so on. Through individual and collaborative activities, students will communicate and develop vocabulary, literacy, listening and speaking skills and will read and write simple notices, e-mail, and daily life-based articles which are related to ordinary life and culture to broaden their understanding of Korean society.

Grades 6 – 10  ELL Language Development

This non-graded class is designed to further develop the listening, speaking, reading, and writing skills of English Language Learner (ELL) students based on the WIDA English language proficiency assessment. Students work toward their individual language goals through a variety of hands-on, one-on-one, and partner activities. Students develop their knowledge of English in relation to vocabulary, comprehension, and fluency to succeed in and out of their classes. ELL class time can be used to supplement academic content that has been introduced during a student’s core classes.