2026/2027 Full Experience Details Class 10

This 10th grade English course strengthens students’ skills in reading, writing, speaking, and listening through focused study of poetry and rhetorical communication. Students read, analyze, and interpret poetry from a range of historical periods, forms, and styles, examining figurative language, sound devices, meter, structure, imagery, and theme. Instruction emphasizes close reading, literary analysis, and written response using evidence-based interpretation.

In addition to literary study, students develop oral communication skills through public speaking, recitation, and presentation. Students learn foundational principles of rhetoric, audience awareness, argumentation, and effective delivery. Assignments include analytical essays, reflective writing, creative writing, speech drafting and revision, and structured performance/presentation tasks. Students participate in class discussions and seminars to strengthen critical thinking and expression. Assessment includes written work, poetry analysis, recitation/performance, speeches, presentations, projects, quizzes/tests, and cumulative evaluations.

Course Objectives

• Read and interpret complex poetry appropriate to 10th grade level, demonstrating comprehension and insight.
• Analyze poetic techniques including figurative language, imagery, symbolism, tone, diction, sound devices, rhythm, and meter.
• Identify and evaluate form and structure, including lyric, narrative poetry, sonnets, free verse, and other poetic forms.
• Write analytical responses and essays that develop a clear thesis supported by textual evidence and accurate literary terminology.
• Compose original poetry applying studied techniques such as imagery, metaphor, rhythm, and structure, and revise work for clarity and effect.
• Demonstrate mastery of writing conventions, including grammar, sentence structure, organization, and word choice.
• Understand and apply rhetorical principles including purpose, audience, ethos/pathos/logos, and persuasive strategies.
• Draft, revise, and deliver speeches using clear organization, supporting evidence, and effective language.
• Demonstrate effective public speaking delivery including posture, pacing, articulation, volume, tone, eye contact, and appropriate gesture.
• Participate in structured discussion and critique, offering respectful feedback and integrating peer/teacher input into revisions. Conduct short research or source-based preparation where appropriate (e.g., historical context of poems or evidence for speeches) and cite sources in a basic academic format.
• Develop confidence and clarity in spoken expression through recitation, performance, and formal presentations.

Class 10 Ancient History is a high school social studies course that examines the development of early human civilizations and the cultural, political, and philosophical foundations of the ancient world. Students study major ancient societies including Mesopotamia, Egypt, Israel, India, China, Greece, and Rome, with additional attention to cultural exchange and the growth of early trade networks. Emphasis is placed on how geography, natural resources, belief systems, governance structures,and social organization shaped the growth and identity of civilizations.

Instruction incorporates both primary and secondary sources an emphasizes close reading, historical discussion, and evidence-based writing. Students engage with key ancient texts and historical accounts (in translation as appropriate), and analyze artifacts, maps, timelines, and cultural achievements. Students complete writing assignments and projects that develop historical thinking skills such as cause and effect, comparison, chronology, and interpretation of perspectives.

Course Objectives

• Identify major ancient civilizations and explain their key geographic, political, religious, and cultural characteristics.
• Analyze how geography influenced civilization, including the role of rivers, trade routes, agriculture, and natural resources.
• Explain the development of early government and law, including kingship, priesthood, empire, citizenship, and legal codes.
• Describe and evaluate belief systems and their influence on culture, including mythology, religious practice, philosophy, and ethical systems.
• Compare civilizations across regions, identifying similarities and differences in social structure, economy, and worldview.
• Use historical thinking skills, including chronology, cause and effect, continuity and change, and comparison.
• Interpret and evaluate primary and secondary sources, including translated excerpts from ancient writings, inscriptions, and historical accounts.
• Construct and analyze timelines and maps, demonstrating knowledge of key periods, migration patterns, and imperial expansions.
• Write organized historical responses and essays that make clear claims and support them with evidence.
• Demonstrate understanding of cultural achievements, including ancient art, architecture, literature, science, and technological innovations.
• Engage in evidence-based discussion, contributing thoughtful insights and responding respectfully to differing interpretations.
• Complete research-based or project-based work, using credible sources and basic citation methods appropriate to the high school level.

This high school Life Science course provides students with a rigorous foundation in biological principles through the study of plant biology, genetics, microscopy, and key theories that shape modern biology. Students explore life processes at the cellular and organismic levels, with emphasis on plant anatomy and physiology, reproduction and growth, inheritance and variation, and core genetic mechanisms. Students develop scientific literacy by learning how biological knowledge is formed, tested, and revised, including the role of observation, experimentation, and evidence.

A central component of the course is skill-building in microscopy and laboratory procedure. Students learn microscope structure and function, slide preparation (where applicable), observation and measurement, and accurate recording through scientific drawing, labeling, and written analysis. The course also includes deeper theoretical study, such as cellular theory, heredity, natural selection and adaptation, and ecological interdependence, alongside an introduction to biological ethics. Ethical inquiry addresses the responsibilities of scientific research, the use of biotechnology, and the relationship between scientific advances and human values.

Course Objectives

• Explain foundational life science concepts including cellular organization, life processes, growth and reproduction, heredity, and adaptation.
• Identify and describe major plant structures and functions, including roots, stems, leaves, vascular transport, photosynthesis, and respiration.
• Analyze plant reproduction and development, including pollination, fertilization, seed formation, and germination.
• Demonstrate proficiency with microscopy, including microscope parts and functions, proper focusing techniques, magnification calculations, and appropriate lab handling.
• Prepare and interpret microscopic observations through accurate scientific drawings, labeled diagrams, measurements, and recorded data.
• Describe genetic principles including DNA structure/function, genes and chromosomes, dominant/recessive inheritance, meiosis/mitosis, and genotype/phenotype relationships.
• Explain and apply core biological theories, including cell theory, gene theory, and basic evolutionary mechanisms (variation, selection, adaptation).
• Interpret experimental data and scientific claims using evidence, basic statistical reasoning where appropriate, and proper scientific vocabulary.
• Conduct laboratory investigations by forming testable questions, identifying variables, following procedures, collecting data, and drawing conclusions.
• Communicate scientific understanding through organized notebook work, lab reports, written explanations, and presentations using discipline-appropriate terminology.
• Engage in biological ethics and responsible inquiry, evaluating real-world issues (e.g., genetics/biotechnology, environmental impact, or research use of organisms) through structured, evidence-based reasoning.

This course provides a rigorous investigation into Euclidean geometry, deductive reasoning, and the mathematical properties of two- and three-dimensional figures. Students develop a foundational understanding of geometric logic through formal mathematical proofs, postulates, and definitions.

Core Areas of Study:

• Geometric Congruence and Similarity: Analysis of triangles, quadrilaterals, and polygons; application of ratios and proportions to geometric figures.
• Mensuration and Solid Geometry: Calculation of area and volume for complex three-dimensional figures, including cones, spheres, and polyhedra.
• Right Triangle Trigonometry: Application of the Pythagorean Theorem and basic trigonometric ratios (sine, cosine, tangent).
• Analytic Geometry: Integration of algebraic functions with geometric coordinates. Systems of equations.
• Constructions and Logic: Use of compass and straightedge for systematic geometric constructions; exploration of incommensurable magnitudes and irrational numbers.
• Advanced Algebraic Transitions: Simplification of complex expressions and the solution of multi-step linear and quadratic equations as they apply to geometric modeling.

When a group of young people gathers week after week, something subtle begins to happen. Voices deepen as confidence appears where there was hesitation, and a group slowly becomes a community.

High school is a threshold time when young people are discovering who they are becoming. The role of guardianship is to help students step gradually into responsibility toward themselves, toward one another, and toward the wider world.

The High School Guardianship journey for this school year brings students from Grades 9 through 12 together each week in a shared space of conversation, creativity, and collaboration. Throughout the year, students engage in artistic work, reflective discussion, and group participation and leadership experiences that aim to strengthen social awareness, communication skills, and initiative.

During this 32-week journey, the class works together to create a class play in a video recording format. The play becomes both an artistic project and a living laboratory for leadership. Each student participates as a member of a creative ensemble, experiencing how individual effort contributes to a larger whole. Rather than focusing only on performance, the journey emphasizes the process of creating something meaningful together through planning, problem solving, rehearsing, designing, and at the end presenting a finished work.