- Health: Well-being 10
- Peer Leadership
- Teaching Apprenticeship
- Advanced Independent Research Colloquium
- Design Thinking Apprenticeship
Grade 10; ½ credit; semester I or II
Health is a required, skills-based, semester-long class for all Grade 10 students. It is based on the belief that nurturing students' mental, social and physical well-being is central to their character development. Students are encouraged to make positive behavioral shifts that enhance self-esteem and mental resilience. Topics covered address critical components of health and wellness, and aim to increase knowledge and practical application for students in their lives. Information and skills explored include healthy decision-making, adolescent sexuality, drug education, human relationships and personal growth. This discussion- and experiential-based class provides students with a safe forum in which to talk about sensitive issues. Students gain a deeper understanding of health and wellness through three visits to local community partnerships. Performance is assessed based on US National Health Education Standards. These include the comprehension of concepts related to health promotion and disease prevention, and the demonstration of the abilities to access valid health information, to use communication skills to enhance health, and to set goals and to make decisions that enhance well-being.
Grade 12; ¼ credit per semester; semester I or full year
Prerequisite: Application during spring of Grade 11
This is an advanced leadership course available to Grade 12 students. During spring of Grade 11, students apply by individual interview and group interview and are selected by a small committee. The goal of the program is to explore, develop and practice leadership skills for life. Throughout the course, students learn counseling, conflict resolution, mentoring and group facilitation skills, and then practice these skills in their Grade 9 advisories. Peer leaders work alongside Grade 9 advisors to plan and facilitate meaningful sessions. Through their work, peer leaders help to build character, confidence and resilience, by contributing the overall well-being of the student body.
Grade 12; ½ credit; semester II
Prerequisite: Approval of the instructor following submission of a written application
Teaching Apprenticeship allows high school students the opportunity to experience first-hand the theories and best practices associated with teaching young children. Students work with a lower school teacher three periods per cycle and participate in formal class meetings once per cycle. Ongoing dialogue with the other student teachers and lower school mentor teachers enables students to reflect on and research primary school pedagogy, theories and practices. As the semester progresses, students collaborate with their fellow student-teachers and their mentor teacher to develop and implement their own lesson plans.
Grades 11-12; 1 credit; full year
Prerequisite: Completion of one or more AP class (or equivalent) in the area of study, approval of a subject specialist and completion of an application process
In the first semester, students meet four times a cycle. During semester II, students meet with the class teacher once a cycle and subject specialist once a cycle.
This course is designed to allow students to pursue a topic of choice at the college research level. Initially, students study the concept of knowledge and the research process. Introductory units are designed around metacognition and critical thinking. Students also develop their academic writing skills and have exposure to academic debate and presentations. The remainder of the course allows students to further develop their research skills and writing. Individuals develop a thesis, which they investigate from a research basis under the guidance of a subject specialist mentor. The culmination of the class is a public presentation, an individual research paper and a self-reflection on the process.
Grade 12, ½ credit or full credit, semester I and/or II
This course provides the opportunity to experience first-hand the theories and best practices associated with teaching design thinking. Students work with the MILL co-teacher. Ongoing dialogue with the other apprentices and MILL co-teacher enables students to reflect on and research pedagogy, theories and practices around design thinking. As the semester progresses, students collaborate with their fellow apprentices and their mentor teacher to develop and implement their own lesson plans.