Upper School Program

Students pursue an integrated and sequential study of world civilizations in grades 9-11, fulfilling English and social science requirements in a double-credit course.The program incorporates history, literature, philosophy, and art through weekly lectures, discussion seminars, and writing tutorials. In grade 12, students complete a semester-long civics course, a history/cultural studies elective, and two semester-long literature or writing electives to fulfill social science and English requirements, respectively.

Most seniors take a fourth year of study in Math, Science and Modern Languages. All seniors must take a fourth year of study in at least two of the three subjects.

A minimum of six arts courses are required over four years. To fulfill the arts distribution requirement, students must take at least one course in each of the four departments and at least one art course per year. Based on individual circumstances it is possible to petition for reduction of this requirement.

Students must fulfill a two-year Physical Education graduation requirement. One semester of PE credit is earned through 9th grade PE, a one-semester course. Additional credit toward the two-year physical education requirement can be met through enrollment in dance, outdoor education, or fitness, or by participation on an interscholastic sports team. It is recommended that students fulfill the PE requirement through participation in a variety of these activities. 

Two times a week, students and faculty work in mixed-grade teams to care for the school and immediate surrounding areas. This activity supports environmental sustainability, facilitates leadership development, and builds community. Four years of satisfactory work in Environment are required to graduate.

International students who receive ELL support are gradually integrated into more courses with fluent English speakers each year. Physical education/health, arts courses, sports teams, class trips, the Environment Program and the Outdoor Program offer additional chances for interaction.

The Ancient World Through the 17th Century

In Humanities 9, students are introduced to interdisciplinary Humanities study at the NWS, through a survey of world cultures from early civilizations to the 17th century. In the course, students learn the basics of an integrated Humanities methodology, drawing on an analytic framework called “The Five Elements of Society” which challenges them to think about the interconnectedness of political, social, economic, cultural and religious forces in human civilizations.

Through their coursework, students practice a variety of scholarly, critical thinking skills, while developing their capacity for analytic reading and writing in several formal academic and creative projects.

Students stretch their reading and analysis skills through engagements with historical primary sources, literary texts, philosophy, and visual art. Students will learn to stretch themselves as writers and scholars.

They will learn strategies for conducting their own research. They will learn to locate, identify, and evaluate sources to build an archive comprised of primary, secondary, and tertiary documents. Students will demonstrate their learning and thinking through academic essays, creative narratives and poetry, research projects, student-led seminars, debates, and current events projects, giving students multiple opportunities. As their culminating project, students will engage in a year-long writing project to develop their persuasive writing skills. This will include developing lines of inquiry, using evidence and comparative analysis to formulate their own thesis from assigned texts, individual research on their topic, and its historical contexts.

Full texts for the course may include Parable of the Sower, Epic of Gilgamesh, Oedipus Rex and Antigone, and The Tempest. Students read excerpts from Sapiens, primary sources from Ancient Greece, Rome and China, religious texts such as the Torah and Talmud, the New Testament, the Qur’an and the Analects. Students will also read poetry from Ancient Sumer, Tang Dynasty China, and medieval England.

Ninth grade international students may be enrolled in a sheltered section of this course, designated Humanities 9: ELL.

Dominant and Counternarratives of U.S. History

In Humanities 10, we focus our study on the rise of the “modern” world, starting in the 17th and 18th centuries and ending with a focus on the 19th Century, in an U.S. context. Over the course of the year, students survey many important topics for understanding this transformative era: Colonization and Slavery, the Enlightenment and Revolution, the origin and philosophy of the U.S. State, the Industrial Revolution, Romanticism and Realism in art and literature, the history of Immigration, the Civil War and Reconstruction, Westward Expansion, and the era of Imperialism.

In line with our integrated approach, students investigate these topics through a combination of literary, historical, and social-scientific perspectives. As a part of our general inquiry, students are challenged to consider issues of historiography by placing dominant narratives of national history up against counter-narratives from those who have been historically marginalized (such as the enslaved, the colonized, the oppressed). By learning to see through a historiographic lens, students consider the role of power and context in the way that history is narrated and recorded, and they gain historical insight into very current debates about how U.S. history should be taught and understood today. In their academic and creative work for the class, students practice this critique, while also producing their own narratives of U.S. history in a variety of different mediums and from a variety of different perspectives.

Full texts for the course include Yaa Gyasi’s Homegoing, Charlotte Perkin’s Gilman’s The Yellow Wallpaper, Frederick Douglass’s The Narrative of the Life of Frederick Douglass, alongside important historical documents like the Declaration of Independence, the U.S. Constitution, The Communist Manifesto, excerpts from Ronald Takaki’s A Different Mirror, and other excerpts from important thinkers, statesmen, political activists, and scholars of the era.

Tenth grade international students may be enrolled in a sheltered section of this course, designated Humanities 10: ELL.

Imagining Nationalism & Internationalism in the 20th Century

Humanities 11 is an interdisciplinary course, challenging students to adopt diverse reading practices from history, literature and cultural studies in their own investigations of the global 20th century. Rather than a comprehensive survey, the course touches down on particular case studies, guided by ongoing inquiry into the politics of nationalism and internationalism in the 20th Century as they developed in diverse cultural, geographic and social contexts. Through each case study, students seek to understand how race, class, gender, and sexuality play a role in the way nationalist and internationalist ideologies developed and were resisted. From Jim Crow in the United States to European fascism to the rise of the Communist Party in China, students use each case study to explore and understand the assumptions and the struggles of our present moment.

In our collaborative teaching and learning environment, students learn to craft arguments in a range of disciplines for both academic and popular audiences. The course is structured around student-driven inquiry and analysis, with both creative and formal academic assignments. The course culminates in a capstone research paper on “20th Century Social Movements” which challenges students to join ongoing academic conversations, bringing to bear their scholarly research, reading, and writing skills on topics and questions of their own design.

Full-length texts include Quicksand by Nella Larsen, Company K by William March, Citizen 13660 by Mine Okubo, and Maus by Art Spiegelman. Throughout the year, students also read selections from primary historical sources, short stories, documentaries, film and poetry.

Eleventh grade international students may be enrolled in a sheltered section of this course, designated Humanities 11: Transitional.

In their senior year, Northwest students choose a series of electives that define their course of study in two tracks: Humanities 12: Social Studies and Humanities 12: Language Arts. 

Students choose from a list of semester-long electives in both tracks and have the chance to sample several focused, inquiry-based lines of study in diverse topics and fields. Topics and approaches for these courses reflect student interest, instructor areas of expertise and passion, and the larger mission of the school. These more focused courses aim to align with the school’s educational goals for student-centered learning, and to prepare them for the challenge of college-level pacing and expectations. 

At the end of the year, students complete a cumulative portfolio project, where they will reflect upon connections that they have independently formed across their Humanities 12 courses in both tracks. This final reflective piece is intended to encourage independent learning and personal growth, while encouraging all students to see a larger goal or purpose for their education in the interdisciplinary study of art and society.  

SOCIAL STUDIES 

Students begin the year focusing on civics and U.S. government studies in a curriculum built around a semester-long Civic Engagement Project. In this project, seniors volunteer their time to an electoral campaign, social justice project, nonprofit organization or other approved political project of their choosing. Through these projects, students find ways to channel their interests by authentically engaging in the political process. 

The course facilitates reflection on these experiences in civil service and an analysis of the larger social, political and historical contexts for this kind of engagement. For the second semester, students will choose from several electives, representing a diverse range of topics and disciplines from the Social Sciences. 

LANGUAGE ARTS 

In this track, students will choose from electives in the fall and spring semester surveying a diverse range of topics and disciplines from the Humanities, including courses in Literary Studies, Philosophy, Cultural Studies, Art History and Media Studies. As with most Humanities courses at The Northwest School, these courses engage students in a combination of academic and creative writing, all with the aim of encouraging complex learning on identity, representation and the important role of art and culture in our social and political worlds. 

PRISON STUDIES: Prisons, Policing, and Abolition  

This course studies the root causes of mass incarceration, criminalization, and the Prison Industrial Complex (PIC) to better understand our current “prison boom” building moment. Additionally, we investigate different political strategies and imaginations of countering and/or reforming the PIC, and through interdisciplinary research and a range of collaborative and creative engagements, students will develop their own arguments and join these debates. The course culminates in a “Public Humanities” project in which students identify and develop their own related research topic and share their learnings with the NWS school community. 

  Social Justice in ISLAMIC THOUGHT  

This course will examine the ways Islamic Thought has evolved and developed from its classical sources to modern scholarship. Students will study core texts of the Quran and Sunna (precedents of prophets, companions, scholars), succeeding traditions of Islamic philosophy, theology, jurisprudence, as well as modern scholarship in order to analyze the ways that shifting social, political, and historical contexts affect applications and understandings of Islamic thought and values. The course will aim to demystify Islam as a monolithic set of dictums and practices to open an appreciation of the multiplicity and plurality of approaches and perspectives the comprise Islamic thought. Students will be challenged to engage the ways modern Islamic scholarship and modern media critically approach classical texts that when freed from historical interpretations can address current issues of social justice. This course is framed around the concept of Ijtihad, classically a legal device to derive juridical positions from scripture, but more recently referring to independent, critical reasoning in Islamic reformist and progressive thought. By looking at how Ijtihad as employed across different historical periods changes the ways classical texts are understood and applied, students will be able to analyze how contemporary scholarship and modern media employ similar methodologies to issues of social justice. Central course questions include: How have core Islamic texts and ideas formed the basis of social and political systems? How do historical contexts affect the interpretations of such texts to reach different conclusions regarding theology, philosophy, authority, relationships, happiness, colonialism, human relations? How does modern scholarship and methodology engage Islamic texts to confront issues of social justice, gender, sexuality, environmental sustainability, pluralism, immigration, refugee populations, discrimination? What is the role of modern media from the Islamic world in confronting contemporary social issues. 

AFRICANA STUDIES: Black Internationalism and African Decolonization   

This course introduces students to the histories of Black internationalist movements across the U.S., Caribbean, and Africa. It considers how and why Black thinkers began to look beyond national borders in order to find and imagine freedom, thus turning to the idea of the “international” at different moments throughout the 19th , 20th , and 21st , centuries. We will consider the ways that historical Black internationalist thought both influenced and contributed to nationalist decolonization efforts on the African continent, looking at Senegal, Algeria, Ghana, Kenya, and South Africa as case studies. At the same time, we will also explore some of the tensions that develop as decolonizing nations work to find international connection despite political, linguistic, and/or religious differences. 

MEDIA STUDIES for Social Action  

This course centers on developing toolkits for using and creating in the social and news media spaces. We will explore fundamental understandings in media literacy, how the media shapes us as consumers and creators, and what it means to be an ethical, responsible digital citizen navigating media spaces in an era of polarization, misinformation, trolling, and hate-centered extremism. Students will practice “cleaning” their feed, learn to interrogate media more critically, and analyze politics through an anti-oppressive lens. We will ground our studies in the history of disinformation, particularly on yellow journalism of the late 19th and early 20th centuries, and how muckraker news writers countered these sensationalist narratives through investigative journalism, leading to standard practices in journalism today.

We will also explore how the ways in which media creators and traditional and new media spaces currently spread misinformation and disinformation through tactics such as dog-whistles and “whataboutisms.” We will also explore how social media can be an intersectional, imaginative space. To this end, students will research the roots of widespread disinformation for current day topics to debunk myths and misinformation around topics of their choice, such as immigration, climate disaster, trans rights, the white nationalist pipeline, and more. Using their research, they will craft a social media campaign of Instagram carousels, reels, and static posts to practice educating their audience about the root causes and history, debunk dominant narratives, and offer counternarratives by uplifting the voices of activists and lived experiences. This also allows us to practice foundational skills in marketing, media citation, captioning, and how to powerfully draw in our audiences through choices in language, visuals, and layout. For our capstone Counternarratives Project, students will research case studies of mainstream news media bias, examining historical roots, contemporary examples, and reimagine an article of their choice, resulting in a public installation of their work around the school to deepen our community’s media literacy. 

INTRODUCTION TO POLITICAL SCIENCE: Decoding Political Sentiment in the Contemporary US 

In an age of social media where political preferences seem to determine which reality we choose to believe exists, those wishing to be so-called “good” and “informed” citizens face the constant challenge of processing and reprocessing information. Since ruling parties (and individuals) in modern democracies claim to derive authority from the “people,” one should regularly ask: which “people” and does that constituency actually want what leadership says they do? Contemporary societies have come up with a variety of methods for representing the often-conflicting needs and wants of people in the form of statistics, polling data, and other information which ostensibly desire some understanding of the preferences of the citizenry. However, we are often confronted with conflicting and contradictory preferences and information. So, we should ask: does the policy set of the current or recent administration, Republicans, Democrats, Social Democrats, etc. represent any cross section of the population accurately?  This class is designed to help students learn to sort through this information minefield by learning to process the different types of data we are fed every day regarding “public opinion” and practicing mobilizing specific sorts of information to advocate for groups they themselves belong to and to with which they claim allyship. To that end, the course is an introduction to the methods of critical thinking germane to the disciplines of Political Science and Political History and an opportunity for students to improve their information literacy related to political topics. 

LANGUAGE ARTS 

In this track, students will choose from electives in the fall and spring semester surveying a diverse range of topics and disciplines from the Humanities, including courses in Literary Studies, Philosophy, Cultural Studies, Art History and Media Studies. As with most Humanities courses at The Northwest School, these courses engage students in a combination of academic and creative writing, all with the aim of encouraging complex learning on identity, representation and the important role of art and culture in our social and political worlds. 

CREATIVE WRITING Workshop: Joy & Justice 

This reading and writing intensive seminar centers joy and self-awareness in the writing process while challenging students to consider the power of diction to construct and obstruct meaning. Through close reading of contemporary texts that center marginalized communities, students will explore how writers wield language as a tool of self-expression and social change. They will learn to read as writers, stepping behind the curtain to develop a heightened awareness of the craft. Our class functions primarily as a low-tech environment, emphasizing handwriting through daily freewriting, reading from our printed course reader, and annotating readings by hand. 

We will focus on studying the foundational elements of creative writing: free writing, the distinction between showing and telling, and the writing process. Through extensive readings from an ever-evolving course reader that has been shaped by student input, students will practice decoding how writers build tension, character, and emotional resonance. Using these texts as models, students will practice developing compelling titles, crafting believable characters, students will also explore how choices in structure, diction, technique, and style shape a reader’s experience. To this end, we will practice generative writing skills while producing a final portfolio of creative work in each major genre we study: fiction, poetry, creative nonfiction, and a genre of student choice. Each piece will go through a formal writing workshop process through which students practice the art of giving and receiving substantive, constructive feedback. By the end of the semester, students will develop polished portfolios of their writing and collaborate on a class anthology. Ultimately, this course centers on amplifying joy, self-expression, and a sense of freedom in the writing process so that students feel empowered to write authentically and powerfully in any genre. critical identity lens requires that we move beyond the writing maxim, “Show, don’t tell” and shift into a space where students consider the ways in which writing is political.  

This course will challenge students to consider how their positionality impacts how they read and write. Designed for students who wish to become better readers and creative writers, this course will expose students to a variety of writing styles and genres, with a particular focus on writers of color who celebrate their identities and amplify writing as a form of activism. Students will practice reading and writing in various genres, including narrative, verse, and creative nonfiction, using materials drawn from their own work and selected texts from established and peer writers.   

LATIN AMERICAN ART AND LITERATURE as Resistance 

This course will examine the ways Modern Latin American Art & Literature engages the unjust realities created by key political and social institutions. Students will learn and apply close reading and literary analysis of artistic works to develop a richer understanding of how these mediums expose injustices, give voice to marginalized communities, create solidarity, and facilitate resistance. The works studied will accompany specific contexts that have defined Latin American history, culture, and identity, including resistance to slavery, Indigenous activism, political revolution, neo-liberal imperialism, socio-economic marginalization, military dictatorship, narcotrafficking, femicide, ecocide, LGBTQ+ identity, and others. The course content will consist of seminal works from a broad range of genres, including literary prose, poetry, manifesto, speculative fiction, musical lyrics, visual art, public performance, and film by Latin American writers, thinkers, and artists. Central questions for the course include: how do literary and artistic works give voice to marginalized and underrepresented groups? How do such works expose institutional injustices especially against heavy handed censorship? What role do these works play with resistance movements, collective memory, and repairing social harm? 

POSTCOLONIAL LITERATURE  

This course examines literature produced by people from and in colonized and formally colonized spaces in the Caribbean, Africa, and South Asia. Over the course of the semester, we will read and view a variety of literary texts (including a novel, poetry, and film), as well as some key academic and theoretical texts central to the field of Postcolonial Studies, that reflect upon the experiences of people living in the past and current paths of U.S. and European empires. As we read these texts will think critically about the ways that themes and topics of national identity, diaspora, migration, and language shape the representations of colonizer/colonized presented in these texts, and how these representations are used to articulate the experience of (post)coloniality in a variety of national and regional contexts. Of central concern for us in this course is the ways in which identity markers such as race, class, and gender, provide a comparative lens for understanding the similarities and differences in each political context. 

SCIENCE FICTION STUDIES: Hope in Misery: Science Fiction & Social Justice  

This course introduces students to Science Fiction Studies and considers the fields’ foundational literary theory and formal conventions as well as the debates and interventions animating the discipline today. Bridging scholarly and activist conversations, it includes a special focus on short stories from the speculative subfields of Afrofuturism, Chicana/x/o Futurism, Indigenous Futurism, and Climate Justice Fiction (Cli-Fi). While the literature of the course often represents the future as increasingly dystopic (inequitable, stratified, and marked by commonplace climate catastrophes), our inquiry will underscore how social justice organizing is also imagined, tracking the ever-present glimmers of “hope in misery.” Our engagements will underscore the critical potential of unusual solidarities, collective agency-building strategies, and magical interventions, and students will be asked to use research to make connections between these speculative representations of the future and current social, political, environmental, and economic problems. Additionally, we will explore how different imagined futures represent the relationship between new technologies and social justice; where technologies can be potential tools for social and environmental justice; tools for increased inequity, hierarchy, and climate destruction; or both, simultaneously. This course approaches science fiction as an essential critical thinking and imagination growing tool that supports students to better understand and diagnose current problems, and importantly, work towards strengthening our visions and imaginations of alternative and more equitable and sustainable futures.  

SHAKESPEARE STUDIES: Exploring Gender and Sexuality in Hamlet    

For centuries, philosophers, literary theorists, and artists have turned to Shakespeare, and Hamlet in particular, to examine universal aspects of the human condition: love, war, power, grief, madness, spirituality, and identity, among others. He has been charged with, above all, “inventing the human” (Harold Bloom). Hamlet himself ponders the great existential question–”to be or not to be?” This class will challenge this claim of universality and timelessness of Shakespeare and his plays. We will explore critical interventions into questions of identity, specifically how the question “what does it mean to be human” obscures particularities of gender and sexuality, silencing voices in the play that speak to topics such as masculinity, misogyny, maternal relationships, hysteria, homosociality, and queer identities. Throughout the course, we will explore historical and contemporary theories of gender and sexuality, as well as adaptations of Hamlet that foreground questions of identity. 

This course builds the mathematical foundation for all other Upper School math courses. Students move on to expand their understanding of linear equations, inequalities, and systems of linear equations and inequalities. They use these representations to model relationships and constraints but also abstractly reason with them.

Students write, rearrange, evaluate and solve equations and inequalities, learning to explain and validate their reasoning with increased precision. Students deepen their understanding of functions and their ability to represent, interpret, and communicate about them — using function notation, domain and range, average rate of change, and features of graphs.

They also see categories of functions, starting with linear functions (including their inverses) and piecewise-defined functions (including absolute value functions), followed by quadratic functions. For each function type, students begin their investigation with real-world and mathematical contexts, look closely at the structural attributes of the function and analyze how these attributes are expressed in different representations.

The course ends with a close look at quadratic equations. Students extend their ability to use equations to model relationships and solve problems.

They develop their capacity to write, transform, graph, and solve equations—by reasoning, rearranging equations into useful forms, and applying the quadratic formula. In solving quadratic equations, students encounter rational and irrational solutions, providing an opportunity to deepen their understanding of the real number system.

Geometry is a course of logic and problem-solving in both two and three dimensions. Students begin learning the fundamentals of geometry, such as points, lines and angles, and build on those concepts by working with congruence, scale factors, and similarity in polygons. Logical reasoning is emphasized through justification of processes and writing formal proofs to defend reasoning. 

Students then engage more deeply with triangles, through which they are introduced to the Pythagorean Theorem, special right triangles, and right triangle trigonometry. Properties of circles are then explored to solve for area, circumference, tangent lines, sectors, arcs and segments. Students work with geometric concepts in the coordinate plane, and compute area and volume. Students toy and tinker with these skills and concepts through hands-on projects, such as discovering properties of right triangle trigonometry with clinometers, measuring tape, and curiosity.  

Throughout the year, students will reinforce skills learned in Algebra I and connect them to geometry.  

Prerequisite: Successful completion of Algebra I 

Algebra II builds on content learned in both Geometry and Algebra I to create strong, foundational skills that open the door for students to be successful in Precalculus, Calculus, and beyond. Students begin the course with a review of functions, linear equations, inequalities, systems of linear equations, and piecewise functions. This is followed by a unit which expands on quadratic functions and systems first discussed in Algebra 1. 

The work with quadratics leads to an exploration of systems that are well modeled by polynomials, before pivoting to a study of the structure of polynomial graphs and expressions. Students work with polynomials and rational functions and use different forms to identify asymptotes and end behavior. 

Next, students are introduced to rational exponents. They solve equations involving square roots, cube roots, and higher-order roots before developing the idea of numbers whose squares are negative, expanding the number system to include complex numbers. This allows them to solve quadratic equations with imaginary and complex solutions. 

Building on rational exponents, students return to their study of exponential functions and establish that the property of growth by equal factors over equal intervals holds even when the interval has non-integer length. They use logarithms to solve for unknown exponents and are introduced to the number e and its use in modeling continuous growth. Logarithmic functions and the situations they model well are also briefly addressed. Students learn to transform functions both graphically and algebraically. 

The course concludes with a project on personal finance which highlights how exponential functions form the foundation of many everyday financial systems, such as credit cards, student loans, and mortgages.  

 Prerequisite: Successful completion of Geometry  

Algebraic Applications is designed for students who have completed a course in Geometry or Algebra II and seek additional reinforcement in fundamental algebraic concepts before advancing to Algebra II or Pre-Calculus. Students have opportunities for additional practice as well as pre-teaching, or re-teaching, of Algebra II concepts to build fluency and understanding. Through review, exploration, and application of key Algebra II concepts, students will strengthen their understanding of algebraic expressions, equations, functions and problem-solving strategies. 

The course emphasizes building fluency in algebraic manipulation, simplification and solving equations and inequalities. Topics covered may include linear and quadratic functions, systems of equations, polynomials, rational expressions, exponential functions and an introduction to trigonometry. By the end of the course, students gain the confidence and proficiency necessary to tackle more advanced mathematical concepts. Students who take Algebraic Applications after Geometry will enroll in Algebra II upon completion. Those who take Algebraic Applications after Algebra II will enroll in Precalculus or a senior elective math class. Subject to approval from math chair. 

Prerequisite: Successful completion of Algebra II or Geometry. 

This course is for students who desire a theoretical, conceptual and rigorous mathematics course after completing Algebra II. Pre-Calculus continues the in-depth study of functions started in Algebra II with an emphasis on preparation for Calculus. Rational, exponential, logarithmic and trigonometric functions are presented along with their applications. Students learn to move fluently between verbal, numeric, graphic and formulaic representations. Real-world phenomena are modeled by each function. 

Prerequisite: Successful completion of Algebra II. 

This first-year calculus course focuses on the mathematics of motion and change. Students are introduced to limits, derivatives and integrals, and their connection through the Fundamental Theorem of Calculus. Students learn to calculate instantaneous rate of change, area under a curve, and other aspects of functions, and apply these skills to real-world applications with techniques such as related rates and optimization. Students exit the course with a comprehensive introduction to calculus and a greater ability to work with both algebraic and transcendental functions.  

Prerequisite: Successful completion of Pre-Calculus. 

Statistics is available to seniors as a primary math course, or as an elective in addition to another math course. 

The course aims to equip students with essential skills in interpreting, processing and visualizing data, offering a comprehensive understanding of statistical concepts and their applications in our data-driven society. The course emphasizes the critical role statistics play in making informed decisions.

Students learn to interpret, process and visualize the data they confront in daily life. Students read, discuss and write about the use and misuse of statistics in media and politics. Students also learn how to calculate probabilities in a wide array of situations to predict the likelihood of an event occurring before it even happens. 

Finally, students learn how to properly design a statistics project to answer a research question of their choosing. Prerequisite: Successful completion of Algebra II.

This is a second-year calculus course. Topics include limits, vectors, proofs, and advanced integration techniques. Students differentiate and integrate functions and relations expressed parametrically and using polar coordinates to find area, volume, and arc length. Students also explore infinite sequences and series, convergence tests, improper integrals, power series and Taylor polynomial approximations, culminating in Euler’s identity. The course concludes with an extension of the ideas of calculus to three dimensions, including equations and intersections of lines and planes and partial derivatives. 

Prerequisite: Successful completion of Calculus. 

This year-long course builds on the foundations of Algebra, Calculus and Advanced Calculus. The course is split into three distinct sections, but there is overlap between them. The first part of the year is spent solving systems of equations and working with matrices. Students learn the language of matrices and become familiar with the idea of sets and spaces. We wrap this section with applications of linear algebra in physics and computer science, of which there are many.

The middle part of the year expands more directly on concepts learned in advanced calculus. Students work with vectors in space and learn to describe rates of change, curvature, and other aspects of motion along a curve. Following this, students spend time with functions of several variables, employing techniques such as epsilon-delta limits, partial differentiation, directional derivatives, and gradients. We wrap this section with integration techniques for functions of several variables.

Prerequisite: Successful completion of Advanced Calculus

This course seeks to deepen students' understanding of the rules that govern their physical world. This is an introductory physics course that includes the study of kinematics, forces, energy, electricity and magnetism. Students learn to develop and apply models through careful observation, guided inquiry, group discussion and collaborative hands-on investigation. They learn to communicate their thinking through multiple visual, mathematical and verbal representations. Students focus on the concepts, skills and ways of thinking underlying their further study of science.  

This course is required for all 9th graders and available to some 10th graders who transfer to Northwest School. 

Biology provides each student with a strong foundation in the fundamentals of the living world, and gives them tools to think critically, creatively, and inquisitively about current and future scientific and global issues. The course starts small: Learning about the molecules that comprise all living things; these molecules make up cells, the building blocks of life. Students study the connection between HPV and cancer, and they learn how the immune system works with vaccines to protect us from illnesses. 

The course moves on to genetics and evolution and finishes the year examining ecology. Students collaborate with peers on a variety of inquiry-based activities and labs. 

This course is required for all 11th graders and occasionally available to others who transfer to Northwest School. 

In this course, students learn about the science connecting the properties of their world to a submicroscopic world of atoms, ions and molecules. The chemistry curriculum has four primary goals: 

1. Making students chemically literate in a highly chemical world. 
2. Preparing students for any college-level chemistry course they may choose in the future. 
3. Providing students a foundation in critical thinking and problem-solving skills from a chemistry perspective, though useful in all disciplines. 
4. Giving students skills to solve problems and answer questions by working in a laboratory. 

In the first two trimesters, students learn the language of chemistry by writing formulas, using those formulas in chemical equations, and then using those equations to calculate quantities used in chemical processes. In the third trimester, they probe the microscopic level and investigate models of the atom, relate those to trends on the periodic table, and synthesize both of those into learning about how atoms bond to make molecules. 

This course is required for all 10th graders and occasionally available to others who transfer to Northwest School. 

Advanced Human Biology 

This is a year-long biology course designed for students who are interested in pursuing biomedical sciences. The course is a deep dive into foundational biological concepts, including biomolecules, cells, genetic flow of information, and cell communication. Students learn cooperatively and engage in many biotechnology labs, including bacterial transformation, gel electrophoresis, and PCR. This course has been called “the best kept secret”, but we want to get the word out! 

Note: To enroll in this course students must have successfully completed all three trimesters of Biology and Chemistry and thoughtfully completed the interest form sent to all rising 12th graders. Enrollment in the single section of this course, as well as the opportunity to take two Science courses, will be determined by Science faculty based on science grades and interest form responses. 

Environmental Systems Analysis 

This is an interdisciplinary course that combines the learnings of physics, chemistry, and biology. Through a lens of systems thinking and environmental value systems, we examine the complex relationship between humans and the natural world. Students will explore how interactions in an ecosystem can influence the distribution of organisms. Then we learn about biodiversity and our role in preserving it. Through studying atmospheric processes, students learn how human actions have influenced our global climate. We end the course with a hands-on exploration of our farm and garden, where we learn about the importance of water and soil to sustainable agriculture and ecosystem health. Throughout the course, students engage in scientific inquiry, data analysis, and critical thinking to develop informed perspectives on environmental challenges and solutions. Students learn in cooperative groups and regularly present their findings to the class. 

Note: To enroll in this course students must have successfully completed all three trimesters of Biology and Chemistry and thoughtfully completed the interest form sent to all rising 12th graders. Enrollment in the single section of this course, as well as the opportunity to take two Science courses, will be determined by Science faculty based on science grades and interest form responses. 

Advanced Chemistry 

This course will be a more in-depth examination of the world of chemistry, building upon the foundation established junior year. The course requires mathematical and abstract skills as students explore complex topics. Each unit features labs designed to reinforce their understanding through experimentation, as well as introducing them to a variety of chemical techniques.  Students in this course should be curious about the world around them, be good collaborators, and be ready for the challenge of a rigorous chemistry course. The topics covered in the class include significant figures, properties of gases, thermochemistry, chemical kinetics, chemical equilibrium, and acids and bases. 

To enroll in this course, students must have successfully completed all three trimesters of Chemistry and thoughtfully completed the interest form sent to all rising 12th graders. Enrollment in the single section of this course, as well as the opportunity to take two Science courses, will  be determined by Science faculty based on science grades and interest form responses. 

Physics 12 

This year-long course follows the Next Generation Science Standards, integrating physical science, engineering, and earth & space science principles. Students will explore key topics through hands-on projects and inquiry-based learning. Key units include motion, forces, momentum, energy, electricity, magnetism, waves, and rockets. Each unit emphasizes practical applications, collaborative learning, and critical thinking, preparing students for scientific inquiry and real-world problem-solving. A range of math levels is accommodated through differentiated coursework, depending on aptitude and background. 

Due to the change in science sequencing, 12th Grade Physics will sunset from the curriculum at the conclusion of the 2026-27 year. 

Physics with Calculus 

Physics with calculus is a rigorous full-year course designed for students who have either completed calculus or are concurrently enrolled. It explores fundamental physics concepts such as mechanics, oscillations, electricity, magnetism, waves, and sound, integrating higher-level mathematics to enhance understanding. The course emphasizes the relationship between theory and real-world applications, using various examples to demonstrate problem-solving techniques and the application of equations. In class, notes and labs will support students’ understanding of physical phenomena. Outside of class, students will engage with homework regularly to practice concepts independently. 

This course aims to provide a solid foundation for future careers in mathematics, science, or engineering, while gaining insights into how physics principles relate to everyday life. 

Note: To enroll in this course students must have earned a B or above in all three trimesters of PreCalculus (or Calculus, if completed). 

Placement into Chinese is proficiency based. Grade levels for all courses may vary.

Chinese I

This course is an introduction to standard Chinese (Mandarin). Students learn the Pinyin Romanization system and use acquired oral language skills in a variety of activities and games. While students focus primarily on oral proficiency, they also learn to read and write basic Chinese characters, and to recognize these words in context.

By the end of this course, students will reach the ACTFL Novice Mid-level of oral proficiency and will have acquired the following language skills: Ask and answer basic questions, make self-introductions, and describe likes and dislikes. Students also learn to deliver short oral presentations in Chinese, make two cultural presentations, and engage in short reading and writing activities. Students employ these skills within the framework of familiar contexts such as family, leisure activities, and home and school life. The course also touches on Chinese food, festivals and traditions.

Films viewed may include I am what I am (Wushi Shaonian) and Beijing Bicycle (Shiqi sui de danche), which give insight into Chinese family life and society in both rural and urban communities. Both films will be watched with English subtitles, occasionally focusing on the Chinese dialogue for comprehension.

Chinese II

This course continues from Chinese I, focusing on building students’ command of oral communicative structures in more sophisticated contexts, and building reading and writing skills using Chinese characters with gradually less Pinyin support, using supplementary elementary story texts.

Unit themes include: Learning to describe school life in the United States and China, daily activities and hobbies, and learning about Chinese locales. Students work on building oral fluency with the goal of conducting the class entirely in Chinese by mid-year. Students reach the ACTFL Novice High oral proficiency level by the end of the course.

Films viewed may include Not One Less (Yi ge dou bu neng shao) and Shower (Xizao), with an increased focus on the language spoken in Chinese without the benefit of English subtitles.

Chinese III

Chinese III continues the focus on increasing oral proficiency and fluency, along with a review of major Chinese grammatical patterns, and more intensified practice of Chinese characters to engage students in intermediate-level spoken proficiency tasks.

Class discussions and presentations compare the differences between Western and Eastern values on topics such as holidays and etiquette. Students' reading is supplemented with annotated news and culture articles found on several websites, along with using an intermediate-level supplementary reader. Students reach or approach the ACTFL Intermediate Low level by the end of the course.

Films viewed in this course show the lives of ordinary Chinese people in cities and rural areas, such as Together (He ni zai yiqi) and Postmen in the Mountains (Na shan, na ren, na gou), with students completing comprehension tasks viewing the films without English subtitles.

Chinese IV

Chinese IV aims to engage students in more independent work in Chinese, either in projects interviewing Chinese-speaking international students or by reading authentic texts online and providing oral reports to the class.

The cultural focus of this class shifts to learning about life in Taiwan and Hong Kong as well as China, with screenings of Taiwanese and Hong Kong films like Comrades, Almost a Love Story (Tian mi mi) and Eat Drink Man Woman (Yinshi nannü), concentrating on how Taiwanese and Hong Kong Chinese cultures compare to and contrast with mainland Chinese and other world cultures.

Students are expected to function in performance tasks meeting ACTFL Intermediate Levels, moving toward tasks that approach advanced level skills. A minimum enrollment of four students is required for this course to be offered.

Chinese V

Chinese V continues to develop students’ proficiency across all language skills while encouraging deeper cultural insight. The course is organized around thematic units such as Thinking About Our Environment, Working Together, Contemporary Society and Social Identity, and Global Responsibility. Students will expand their vocabulary and grammatical accuracy, strengthen advanced listening and speaking abilities, and read formal, complex texts. They will also learn to write longer essays in different genres. Activities such as presentations and role plays give students opportunities to apply language in meaningful, real-world settings. Cultural exploration is supported through films like Hi, Mom (你好，李焕英) and Guasha (刮痧), viewed with limited or no English subtitles to promote authentic listening practice. Students are expected to complete performance tasks that align with ACTFL Intermediate High levels and prepare for advanced-level communication. A minimum of four students is required to run the course.

ELL Grammar & Writing I

This class helps students begin to develop strong academic writing and grammar skills. They learn about sentence structure, grammar, mechanics and the writing process. They are introduced to standard organizational patterns of the paragraph and the basic concepts of essay writing. Throughout the year, students practice using the rules of English grammar in both speaking and writing activities, which include playing grammar games, working on individual and group projects and giving presentations to the class. Key course goals are to help students develop the foundations of academic grammar and gain confidence to communicate clearly and with detail in writing.

ELL Grammar & Writing II

This class presents a more in-depth study of English grammar and helps students use different grammatical structures to express ideas through paragraphs and essays. Students learn and practice standard academic patterns of essay organization and work to develop a mature writing style. Several grammar-based projects, writing assignments, and presentations are required as students work to become comfortable with common writing conventions and strong, confident, capable communicators in writing and speaking.

ELL English Composition & Advanced Grammar

This advanced course in English language is designed to help international students improve their language skills in all areas: Grammar, listening, reading, writing and speaking. In this class, students use a variety of academic and technical discourse in English to work on such activities as reading comprehension, paraphrasing and summarizing. Through examination of student samples and daily discussions, students will learn what effective writing means. As students strengthen their writing skills, they will reflect on different writing styles and techniques. Several grammar-based projects, writing assignments and presentations are required.

Advanced English Composition

The purpose of this class is to provide an intensive experience of reading and writing in English. Students will gain confidence with the elements of good writing: Purpose, theme, voice and structure. Students also practice and become familiar with the steps of the writing process: Brainstorming, drafting, revising and editing. As writing and reading are interdependent processes, students also read and respond to a variety of texts — assigned and of their own choosing. Throughout the year, students read and analyze short poems to strengthen vocabulary and literary analytic skills, as well as developing confidence and familiarity with a range of voices and styles.

Placement into French is proficiency based. Grade levels for all courses may vary.

French I

This course is designed for students with little to no background in French. Taught primarily in French, the course focuses on teaching the 5 C goal areas of the ACTFL guidelines: Communication, Cultures, Connections, Comparisons and Communities. Each lesson targets the four essential skill areas: speaking, listening, reading and writing.

In each semester, students engage in themed units of study and benefit from the opportunity to use the language creatively and meaningfully. Students experience the value of cultural differences from various French-speaking countries through authentic materials, with task-based and project-based approaches.

The class teaches basic skills and communication through the following topics: Introductions and simple conversation, numbers and the alphabet, the weather and cultural calendar, hobbies and activities, sharing personal information and preferences, family ties and friendships, culinary experiences and food preferences, school life, classes and activities, and the diversity of people, cultures and language in the French-speaking world. By the end, they can express themselves on basic topics in the past, present, and future tenses. Ultimately, students gain a global understanding of the true practicality of learning a world language.

French II

This class is entirely taught in French. The course aims to advance the skills students have acquired in their study of French: speaking, listening, reading and writing. Students focus on communication and consolidate the skills and knowledge acquired at the beginner level.

Students should increase their language proficiency; as a result, they can communicate ideas and understand new and more challenging cultural aspects of the French-speaking world. Students continue to experience the value of cultural differences from various French-speaking countries through authentic materials, with task-based and project-based approaches.

Students start the year with oral and written activities to get to know one another and review previous material. Main study units include topics such as environmental ethics, life in the city, lifestyles and well-being. Students learn to express their opinions and feelings, describe their daily routines, give recommendations, navigate urban life in a French-speaking context, and talk about their health.

French III

Students continue to experience the value of cultural differences from various French-speaking countries through authentic materials, with task-based and project-based approaches. Students begin to examine in more detail the connections between cultures and communities, with increased emphasis on critical thinking; students start applying sophisticated grammar structures and vocabulary.

Students focus on what they can do with the language while solidifying and expanding their intermediate-level proficiency; as a result, they can communicate ideas and understand new and more challenging cultural aspects of the French-speaking world.

Main study units include topics such as adolescence, the social and emotional needs of youth, the importance of friendships and the common dreams and goals of that age; French-speaking world tastes, gastronomy and cultural celebrations, social-media and information, planning their future and developing life projects, living and working abroad, and finally, intersectional approaches to the art world.

French IV and French V

Taught entirely in French, this French elective course combines two advanced French levels in one in the Upper School and aims to help students enhance their communication skills while solidifying their language knowledge gained at previous levels.

In this course, students immerse themselves in French by engaging with authentic materials such as newspapers, films, music and literature, and continue to experience the value of cultural differences from various French-speaking countries through authentic materials with task-based and project-based approaches. Students also further explore cultural productions from diverse French-speaking regions, including France, Belgium, Canada, French-speaking Caribbean and Pacific islands, North Africa, as well as Sub-Saharan Africa, among others. This helps refine their interpretive, interpersonal and presentational abilities.

French IV and V emphasize critical reading and analytical writing and foster cultural awareness, critical thinking and problem-solving skills. The course applies advanced grammar structures and vocabulary in conjunction with discussions on contemporary issues such as technology, globalization, multiculturalism, diversity, equity, inclusion, environmental sustainability and local community involvement.

Overall, this course serves as a platform for students to deepen their linguistic proficiency and engage meaningfully with the complexities of the modern world.

Placement into Spanish is proficiency based. Grade levels for all courses may vary.

Spanish I

This course is designed for students with little to no background in Spanish. Taught primarily in Spanish, the course focuses on teaching the 5 C goal areas of the ACTFL guidelines: Communication, Cultures, Connections, Comparisons and Communities. Students engage in a variety of listening, reading, writing and speaking activities.

The class teaches basic skills and communication through the following topics: Introductions and simple conversation, numbers and the alphabet, the weather, hobbies and activities, sharing personal information, school classes and activities, diversity of people and language in Latin America, future plans and present tense verb conjugations.

Spanish II

This is a continuation of the Spanish I-B curriculum and is taught primarily in the language. Students continue to deepen their Spanish language proficiency. Each lesson targets the four essential skill areas: speaking, listening, reading and writing.

In each trimester, students engage in themed units of study and benefit from the opportunity to use the language creatively and meaningfully. Students experience the value of cultural differences from various Spanish-speaking countries through authentic materials, some of which are project-based research. By the end, they are able to express themselves on basic topics in the past, present, and future tenses. Ultimately, students gain an understanding of the true practicality of learning a world language.

Spanish III

This class is entirely taught in Spanish. The course aims to advance the skills students have acquired in their study of Spanish: Speaking, listening, reading and writing. Students focus on communication and consolidate the skills and knowledge acquired at the beginner and intermediate levels.

Students should increase their language proficiency; as a result, they can communicate ideas and understand new and more challenging cultural aspects of the Spanish-speaking world. Developing metalinguistic awareness and understanding authentic documents and cultural topics are all part of the curriculum.

Students start the year with oral and written activities to get to know one another and review previous material. Main study units include topics such as environmental ethics, life in the city, and well-being. Students learn to express their opinions and feelings, give recommendations, navigate urban life in a Spanish-speaking context, and talk about their health.

Because no foreign language study takes place without studying the target culture, we also listen to music, watch films, and read authentic journalistic or literary texts from the Spanish-speaking world.

Spanish IV

Students begin to examine in more detail the connections between cultures and communities, with increased emphasis on critical thinking; students apply sophisticated grammar structures and vocabulary. Students focus on what they can do with the language while solidifying and expanding their intermediate-level proficiency.

The course uses an intermediary lens to explore topics and centered around a review of level III. Intersectionality informs topics about the arts, such as meaning, social role, differences between art and entertainment. Students examine the professional world and relevant current local and global events.

Spanish V

Taught entirely in Spanish, this course is the first of two advanced Spanish courses offered in the Upper School for students interested in furthering their command of the language.

Students continue to examine the connections between cultures and communities and gain critical thinking and problem-solving skills by applying increasingly sophisticated grammar structures and vocabulary. Students discuss key themes relevant to today, such as technology and its challenges, global issues, multiculturalism, diversity, equity and inclusion, environmental awareness and local community engagement.

Spanish VI

This advanced Spanish elective aims to help students enhance their communication skills while solidifying their language knowledge gained at previous levels.

In the course, students immerse themselves in Spanish by engaging with authentic materials such as newspapers, films, music and literature. They also explore short stories, novels, plays, essays, and poetry from diverse Spanish-speaking regions, including Spain, Latin America and the United States. This helps refine their interpretive, interpersonal and presentational abilities.

Spanish VI emphasizes critical reading and analytical writing and fosters cultural awareness, critical thinking and problem-solving skills. The course applies advanced grammar structures and vocabulary in conjunction with discussions on contemporary issues such as technology, globalization, multiculturalism, diversity, equity, inclusion, environmental sustainability and local community involvement.

Overall, this course serves as a platform for students to deepen their linguistic proficiency and engage meaningfully with the complexities of the modern world.

Introduction to Technology & Design 

This semester-long class provides all students with the basis for further study in technology, computer science, design, and other disciplines, as well as for meaningful engagement with technology in academic and everyday contexts. This is a semester-long course that explores computing and design thinking as a human-centered and interdisciplinary field. Through hands-on projects, collaborative inquiry, and discussion, students investigate and experience how digital technologies are designed, function, and shape the ways we communicate, create, and understand the world. As students build their solutions, they reflect on human values, and the ethical and social dimensions of technology including questions of bias, privacy, misinformation, and the role of emerging tools such as artificial intelligence. Students are encouraged to approach technology not only as users, but as thoughtful designers and critics. After completing this course, students will possess both the breadth of experience and depth of content knowledge needed to pursue future technology coursework at NWS. 

This course is required for all 9th-grade students.

 Game Design and Programming 

In this semester-long class, students design and build their own original video games, blending creativity, storytelling, and coding. Whether students are interested in animation, visual design, or software development, this course will engage every student in game creation. Through a project-based approach, students learn core programming concepts, such as variables, conditionals, loops, and functions, while also exploring character design, visual style, and game play. Projects are grounded in human-centered design, with students creating games for real users, gathering feedback, and iterating on their ideas. The course also encourages critical thinking about how video games shape human behavior and culture. By the end of the course, each student will have developed a fully playable game that reflects both their technical skills and creative vision. No prior programming experience is required; students with programming experience will engage with differentiated tools and platforms to extend their skills and explore more advanced applications.  

Open to 9-12 grade students.

 Design & Fabrication Technology 

In this semester-long course, students discover how designers think and build by working through the design cycle using industry-standard 2D makerspace tools. From a first cut on the vinyl cutter to a laser-etched 3D creation, students develop both technical skills and a design thinking mindset: understanding users, defining problems, and crafting thoughtful solutions. The course opens with an introduction to the design process, giving students a shared language and framework they will apply all semester. From there, students move into SVG design and the vinyl cutter, learning to create precise digital artwork and bring it to life as custom stickers and graphics. Those same skills carry directly into the laser cutter unit, where students discover how 2D design unlocks 3D possibilities. The semester will conclude with a final community project. Students will be responsible for finding a real user and interviewing them to determine a problem that the user wants to solve. They will then use any combination of makerspace tools to build something that solves that user’s problem. 

Open to 9-12 grade students.

 Human-Centered Robotics 

In this project-based semester-long course, students will use electronics and robotics as tools for creativity, problem-solving, and real-world impact. Using microcontrollers, students learn to build interactive systems with light and movement, such as LED lanterns, RC cars, and kinetic art. They develop skills in circuitry, programming, and physical building.  As students develop these skills, they will apply what they learn toward a larger, community-focused project, designing and refining a robotic solution to meet a real user’s need. Students will use human-centered design principles to experiment, prototype, and iterate, connecting each new skill to a meaningful final creation.

Open to 10-12 grade students.

These courses are not arts courses and do not satisfy arts distribution requirements. Students must be enrolled in at least one arts course at all times, so no student may take two of these additional electives at the same time.

Climate Action

“I don’t want you to be hopeful. I want you to panic … And then I want you to act as if our house is on fire. Because it is.” - Greta Thunberg, January 2019.

Climate change is one of the largest problems facing humanity today. The climate crisis can feel overwhelming and addressing it can seem hopeless. This semester-long course will give students the tools and data to engage in healthy debate around the anthropogenic nature of climate change and the skills to play a part in combating it. Students will get the opportunity to reflect on their own connection to climate change and be introduced to numerous climate solutions. By the end of the course, students will have taken action, through a project of their own choosing, to reduce emissions, raise awareness, and/or mitigate the impacts of climate change.

This is a semester-long course available to 10-12th graders.

Journalism

How do you tell a good story? How do you tell a true story? How do you build an online presence and use social media to promote your stories? In this course, students work to find stories that matter to them and get those stories into the hands (and phones) of readers. They learn how to recognize a good story, research and gather facts, conduct interviews, and shape the information into an engaging piece of writing.

This course emphasizes truth-telling and fact-checking. Students' stories cover news, arts, sports, features and editorials. Their work appears in The Northwest School's print newspaper, The Publishing Haus. Students also focus on expanding their digital presence and entering into journalistic discourse on social media.

Together, students make decisions about how best to design and format our publications. For students who want to bring their passions — for politics, justice, art, music, sports, photography or digital media — to readers at Northwest and beyond, this is the class for them.

This is a year-long course available to 9th-12th graders.

Peer Mentoring

This year-long class offers students the opportunity to develop essential leadership skills and a knowledge base around issues that impact youth and young adults.

The most significant element of being a peer mentor is active participation and engagement in class and in the Northwest community. The class supports and develops peer mentors, allowing them to grow into responsibilities as leaders within the community of students, faculty and families.

Class activities typically include discussion, outside reading, field trips, guest speakers, exploration of community resources, leadership development and mentoring younger students.

Mentors also get opportunities to teach and facilitate opportunities in the Middle School, ninth grade, Community Meeting, Advisory, etc. On occasion, peer mentors may be asked to miss one of their classes to work with students in other grades. Mentors may also lead some aspects of student orientations and other programming throughout the year.

Interested rising juniors and seniors must submit an application for admission to this class. Information about the application and deadline is distributed to students in the spring. Selections are made before registration.

Students must fulfill the two-year (four semester) Physical Education requirement to graduate. For the graduating classes of 2027, 2028, and 2029, one year of PE credit is earned through 9th grade PE (see below). Beginning with the graduating class of 2030, students earn one semester through the required 9th grade health class. Additional credit can be earned through enrollment in dance, outdoor education, fitness club, or by participation on an interscholastic sports team (see table). Students are encouraged to participate in a variety of activities. If none of these options work for a given student, the physical education requirement may be partially fulfilled through participation in an organized, off-campus activity or program. This option should be requested in writing by the student and must be approved by the Upper School Director, Athletic Director, and Registrar. Contact the Registrar’s office for further information.

9th Grade Health

The course covers aspects of physical, social, emotional, and mental health. Students explore mindfulness, nutrition, mental health and mental illness, sex and relationships, and drugs and alcohol; they are challenged to apply information to their daily lives and to reflect and act upon their fitness, health, and wellness needs. The course also introduces students to training equipment and facilities in the 401 building. Meets state requirements for Health.

This semester-long course is required for all 9th grade students.

Outdoor Education through participation in NWS Outdoor Program

This program provides students with opportunities to develop a wide variety of outdoor recreational skills and interests. The program exposes students to many of the following kinds of activities and skills: hiking, bicycling, camping, rock climbing, sea-kayaking, rafting, alpine (downhill) skiing, Nordic (cross-country) skiing, snowshoeing, snow cave and igloo building, camp cooking, and outdoor safety.

Because we visit wilderness areas that are highly susceptible to human impact, this program stresses environmental ethics and minimum-impact camping. The program does not meet during the week but rather involves day-long or overnight trips on weekends. The amount of credit (half or full) is based on the level of participation in the outings offered each trimester. To earn full credit, a student needs to complete at least five days of outdoor experience in that trimester. Occasional training/planning sessions will be scheduled as needed, usually at lunch or after school.

Participation in this program can count for Physical Education credit.

Fit Club/Strength & Conditioning

Open to all Upper School students, this course is offered after school in the Fitness Mezzanine. Fit Club participation will enhance one’s fitness, strength, and mobility. Strength & Conditioning is tailored to personal goals and/or sport-specific fitness, power, and functionality.

There are two sessions each day: Fit Club takes place from 3:45-4:30 pm, and Strength & Conditioning follows from 4:30-5:30 pm. Students may attend as fits their schedule; attendance is not mandatory.

PE credit is earned by students based on attendance (full credit = participating an average of three or more sessions per week, half credit = participating an average of 1.5 times per week). The athletics participation fee ($125) is required for this course. This fee is covered by the NWS Experience Fund for students receiving financial aid. Eligibility forms (waivers and sports physical) are required prior to participation.