Our Departments

• English 6
  This course strives to deepen a curiosity and appreciation for language and literature. Through our reading, we will discuss concepts such as theme, character, and setting and push students to reflect on their own identities and see beyond their perspectives. Overall goals are to instill a love of reading, a passion for expression, and to create bridges and connections between students– through writing, discussion, and shared projects. Students express understanding and analysis through group and individual projects and written pieces that focus on sentence structure, grammar conventions, and the development of opinion on paper. Representative texts: Selected poetry; world fairy tales; Greek mythology; When You Trap a Tiger, Tae Keller; Apple in the Middle, Dawn Quigley; Posted, John David Anderson

• English 7
  English 7 is an exploration of identity in literature and life, touching on issues of conformity, coming of age, judgment, and the ways identities develop and change. We read poetry, analyze advertisements, conduct interviews, write a monologue, and explore full-length thought-provoking, contemporary young adult novels. Grammar lessons are drawn from the literature, with a focus on building clarity and precision of expression. Students develop a portfolio of analytical, creative, and persuasive pieces as they sharpen their ability to communicate their ideas to a wide range of audiences. Overall, this course is designed to challenge the growing minds of young teenagers while fostering a deep and lasting engagement with reading, writing, and discussion. Representative texts: The House on Mango Street, Sandra Cisneros; The Diary of a Young Girl, Anne Frank; When the Emperor was Divine, Julie Otsuka; Haroun and the Sea of Stories, Salman Rushdie; Romeo and Juliet, William Shakespeare

• English 8
  English 8 explores a range of increasingly complex texts and concepts through the lens of “Coming of age: Building Independence and Critical Thinking” English 8 serves as the crucial bridge between middle school and high school; students become comfortable tackling challenging works of literature and diving into deeper levels of analysis. Students learn how to support their claims with text evidence. Students build their analytical skills to produce rich paragraphs and longer essays driven by clear thesis statements and carefully chosen evidence. Daily discussion in large and small groups allows students to find and develop their voices. Creative and persuasive writing are also important components of the curriculum, guiding the students to greater variety and precision in their use of language. Representative texts: The House on Mango Street, Sandra Cisneros; The Diary of a Young Girl, Anne Frank; When the Emperor was Divine, Julie Otsuka; Haroun and the Sea of Stories, Salman Rushdie; Romeo and Juliet, William Shakespeare

• English I
  In English I, students will read texts of various genres and time periods. Students will develop and practice foundational skills that they'll draw on throughout high school English. Some of these skills include: close reading, analysis, interpretation, and argumentation. Students will learn to read and interpret literature and to express their ideas clearly and persuasively. Through class discussions, students will also practice critical thinking and will practice translating their insights and observations of texts into different types of writing assignments, such as personal reflections and analytical essays. Finally, special attention will be given to helping students develop and maintain an open and curious disposition to literature, and art, and importantly, to their own writing and reading process. Representative texts: The Odyssey, Homer; The Joy Luck Club, Amy Tan; Their Eyes Were Watching God, Zora Neale Hurston; Thematic book circle novels or memoirs, and selected poetry

• English II
  English II provides a strong foundation in the genres of literature: poetry, short stories, drama, novels, and opinion essays. As students study works both classic and contemporary, they continue to develop critical reading and analytical writing skills. Students also refine their grammar and usage skills. English II also offers opportunities for students to expand their expressive abilities through creative writing assignments and performance-based presentations. Representative texts: Macbeth,  William Shakespeare; Taste of Empire, Jovanni Sy; Stop Kiss, Diana Son; personal essays; opinion essays; selected short stories

• Advanced Topics in English: American Voices
  The junior-year Advanced Topics in English course encourages students to examine American identity through the study of a broad diversity of American literature, continuing their literary education in a variety of genres: novels, short stories, poetry, critical theory, and graphic memoir. Students will also explore new genres in their writing; assignments include persuasive analysis, synthetic essays, and creative visual narratives. Students will explore their own positionality and their own relationship to American identity and will have opportunities to practice Castilleja's anti-racist competencies in class discussions and in their writing assignments. Students will have the option to sit for the AP English Literature Exam. Representative texts: The Great Gatsby, F. Scott Fitzgerald; The Namesake, Jhumpa Lahiri; Sula, Toni Morrison; The Best We Could Do, Thi Bui; “Woman Hollering Creek,” Sandra Cisneros; collected Native American Short Stories

• Advanced Topics in English: Senior Seminars
  Seniors complete the required English sequence with two one-semester courses.  Not all courses are offered each year. Seniors may take more than one course each semester, depending on their schedule and availability. All seniors will have the option to sit for the AP English Language exam.

• Advanced Topics in English: Afrofuturism
  Science fiction is a genre of exploration - it lets us consider our possible futures and contemplate what we hope and fear for the future of humanity. Afrofuturism is a kind of science fiction that arises from the African Diaspora, and it involves speculating about what the future might look like through the lens of Black Diasporic people. It also investigates how Black philosophies can contribute to a better future. Afrofuturism, while it centers the experiences and futures of Black people, is a valuable genre for everyone who wants to have a hand in shaping the future of the human race. In this course, we will engage with Afrofuturist media such as the film Black Panther, as well as the music videos of Janelle Monáe and Jay-Z and the short stories of Ursula LeGuin and N.K. Jemisin. We will also learn about and reflect on philosophies of the Black Diaspora, and ultimately articulate our own visions for the future of humanity. Texts include: The Deep by Rivers Solomon, The Souls of Black Folk by W.E.B. DuBois, and Dawn by Octavia Butler.

• Advanced Topics in English: Black Women Writers & Culture
  This course is designed to study the cultural expression of people of African descent in the Americas whose ancestors lived through the many upheavals between the African Diaspora to the Civil Rights Era. The central focus will be to explore how the intersectionalities of race, sex, and gender developed into systems of oppression, such as the U.S. Prison Complex, but also gave rise to an equally powerful system of meaning, and critique: Black Culture. Due to their positionality, African American women writers offer nuanced views of the modern Black experience, as well as critical frames for appraising colonialism, and the universal desire for happiness and freedom. In this class, we will read novels of various styles and genres by writers like Zora Neale Hurston, Toni Morrison, Octavia Butler. Through textual analysis of these works we’ll explore topics such as double consciousness, Afropessimism, and what feminism, and democracy look like through a Black lens. As well, we will incorporate film, music, and art to see how Black Culture at large, but also global audiences, have responded to these writers and their contributions. The ultimate goal of this course is to develop the critical thinking skills as well as the cultural awareness to engage with Black Culture and democracy through a social justice lens.

• Advanced Topics in English: Monsters
  This course explores what makes monsters monstrous. What is a monster? Who defines what is and is not monstrous? How does monstrosity change over time? In an effort to answer these questions, students will read and discuss works of fiction written in English that span centuries, from the Old English epic Beowulf and John Milton’s Paradise Lost to Victorian Gothic classics like Mary Shelley’s Frankenstein and Bram Stoker’s Dracula to contemporary horror novels of the student’s choosing. Undergirding class discussions and readings will be categories of the monstrous based on the work of critical theorists such as Jeffrey Jerome Cohen (“Monster Theory (Seven Theses)”) and Julia Kristeva (Powers of Horror). Assignments will bring together students’ original responses to the literary works and their understanding of the critical theories, plus any relevant cultural and historical context about the works themselves. The course will be divided into three modules: “Monsters Within”; “Monsters Without”; and “Monsters with Us.

• Advanced Topics in English: Poetry Workshop
  AT Poetry Workshop is an advanced course in reading and writing poetry. We will learn how to read poetry poem-by-poem—on its own terms. As writers of poems, we will be inspired by the writers and the words that surround us this year. Following Eudora Welty’s advice that “writing comes out of a superior devotion to reading,” we will pay special attention to the outstanding works both historical and contemporary. We’ll use various techniques to simultaneously access different ways of being and knowing as well as understanding how and why poets use the language they do. Students will write three explications and one synthetic analytical essay (using at least two different poets as sources) and compile a portfolio of ten poems. Lastly, students will also keep a commonplace book, a sort of journal filled with quotes and language that inspires, challenges, or confirms the reader’s own understandings.

• Advanced Topics in English: Queer Literature
  Queer literature spans time, location, ethnicity, language, and genre. So what do queer stories have in common, and what themes recur across queer literature? The course will introduce students to some elements of queer theory as well as the movements and countermovements that contextualize 21st century LGBTQIA+ culture. This course will also emphasize the rich diversity of queer culture especially through the intersectionality of gender and sexuality with class, ethnicity and race. Queer literature is varied, and encompasses moments of joy, strength, and sensuality, as well as horror, bigotry, and loss. By delving into queer literature, we can better understand how some identities are legitimized while others are stigmatized and deemed other. We will read a variety of texts, including plays, novels, poetry, and video essays. Potential texts include: “The Normal Heart” by Larry Kramer, On Earth We’re Briefly Gorgeous by Ocean Vuong, The Death of Vivek Oji by Akwaeke Emezi, A Dream of a Woman by Casey Plett, excerpts from Stone Butch Blues by Leslie Feinburg, the poem “Not Even This” by Ocean Vuong, the essay “Gender Nihilism” by Alyson Escalante, and excerpts from Sister Outsider by Audre Lorde.

• Advanced Topics in English: Shakespeare, the “Classic” Plays
  The goal of this course is to explore the ways that Shakespeare is fun, meaningful, and relevant to our lives today. To this end, we will read, discuss, analyze, and perform scenes from 4-5 foundational plays by Shakespeare. Students will read the “No Fear Shakespeare” edition of the plays that offers facing-page translation in order to make daily assignments and scene performances more accessible. For each play we study, students will write a passage analysis, a personal reflection, a thematic analysis, and a performance review. The seminar will focus on close reading, thematic analysis, evaluating directorial and performance choices in selected film versions of each play, and appreciating the texts in light of a variety of different critical and theoretical perspectives. The reading in recent years has included plays such as Hamlet, Henry IV, Part One, As You Like It, Much Ado About Nothing, Twelfth Night, and The Tempest. Advanced Topics in English: Shakespeare, the “Problem” Plays The goal of this course is to explore plays by Shakespeare that are still meaningful and relevant to our lives today. To this end, we will read, discuss, analyze, and perform scenes from 4-5 “problem” plays by Shakespeare. Students will read the “No Fear Shakespeare” edition of the plays that offers facing-page translation in order to make daily assignments and scene performances more accessible. For each play, students will write a passage analysis, a personal reflection, a thematic analysis, and a performance review. The seminar will focus on close reading, thematic analysis, evaluating directorial and performance choices in selected film versions of each play, and appreciating the texts in light of a variety of different critical and theoretical perspectives. Texts may include The Taming of the Shrew, Measure for Measure, The Winter’s Tale, The Merchant of Venice, and Othello.

• Advanced Topics in English: Unreliable Narrators
  This course will focus on narrators who mislead their audiences, hide information from themselves, or do not perceive reality the same way other characters in their stories do. Instead, these narrators offer us unique perceptions of reality. We will look at the ways in which the unreliable narrator is not just a device to build suspense and ensure surprising plot twists, but also a potent vehicle for exploring the concepts of truth, cultural norms, reality, and mental illness. Texts include A Head Full of Ghosts by Paul Tremblay, Convenience Store Woman, by Sayaka Murata, The Stanley Parable developed by Davey Wreden and William Pugh, and Life of Pi by Yann Martel.

Courses not offered in 2025-2026

• Advanced Topics in English: 21st-Century Literature (not offered in 25-26)
  What sets the literature of the 21st century apart from that which came before? This course will focus on works published since 2000 that leverage the elements which differentiate 21st century literature: technology, an emphasis on gender, race, and class, and the rupture and subversion of traditional narrative structures. We will read essays, short stories, poetry, and novels, as well as modern forms such as memes, fanfiction, and webcomics. Authors may include Haruki Murakami, Rivers Solomon, Edwidge Danticat, Colson Whitehead, Roxane Gay, Ocean Vuong, Alison Bechdel, Jeff VanderMeer, Aimee Nezhukumatathil, Becky Chambers, Matt Ruff, and Camilla Grudova.

• Advanced Topics in English: Literature of Immigration (not offered in 25-26)
  In this literature course, we will explore how cultures tell stories about immigration. Reading from several genres, we will study some common features of immigrant narratives: multilingualism, disorientation in time and space, and alternative ways of forming communities and audiences. We will also track common themes like racism, family, intergenerational relationships, alienation and belonging, religion, and more. We will read works that reach towards the archetypal in their portrayals of immigrant journeys, like Shaun Tan’s picture book The Arrival and Mohsin Hamid’s recent novel Exit West. And we will consider works that take us into an exhilarating hyper- specificity, like Americanah. Finally, we’ll explore the idea of a possible ‘homecoming’ for child immigrants, and the children of immigrants, in Bushra Rehman’s Roses in the Mouth of a Lion. Within this problematic of the universal and particular, we will use several theoretical frameworks to understand the formal innovations and the power dynamics that shape immigrant narratives.

• Advanced Topics in English: Satire & Comedy (not offered in 25-26)
  This course will explore the social roles of satire and comedy, investigating what makes us laugh and what that says about our society. We will study satire, absurdism, and farce to examine the ways in which humor can entertain audiences while simultaneously enacting societal change. We will examine the function of hyperbole, irony, and understatement; explore sub-genres of comedic writing; and practice finding our own comedic voices. This course will explore how diverse comedic writers use their mediums —novels, short stories, comics, articles, and films— in order to reinforce marginalized identities and spur change. Texts might include The Hitchhiker’s Guide to the Galaxy, Douglas Adams; A Taste of Empire, Jovanni Sy; How to Be Black, Baratunde Thurston; The Wangs vs. the World, Jade Chang; assorted short stories (such as those by Percival Everett) and essays (such as those by David Sedaris).

• Advanced Topics in English: Thinking Through Poetry (not offered in 25-26)
  William Carlos Williams once said that, “a poem is a small (or large) machine made of words.” This class takes as its starting point that poems, among other things, are thinking machines of a sort. They can, for example, portray the thinking of the poet or the speaker, help guide the reader to new ways of thinking, and even provide a structure for thinking (what the poet might call form). Poems, in their own, distinct way, call us to think and re-think, with new, novel ways of seeing, paying attention, or re-conceiving of the world. This course will examine the ways poems facilitate thinking, as well as the thoughts conveyed through the poems themselves. In the end, students will have a better understanding of the kinds of intelligence that poems call us to, as well as gain a deeper appreciation of poetic thinking. Students drawn to philosophy and philosophical inquiry will find new ways that poets are exploring age-old ideas. Students drawn to poetry will find a depth of thinking and articulation that philosophy lends us as we discuss what it means to be thinking beings.

• Fitness & Wellness 6
  In Fitness 6, students engage in developmentally appropriate units to develop motor skills, communication, and teamwork skills to participate responsibly in a wide variety of individual and team activities. Fitness components are integrated into all units. Students develop and improve movement skills through exploration and sequential learning and then apply skills in non-traditional and traditional games and sports, such as cooperative games, Tchoukball, team handball, and striking and fielding games. Emphasis is placed on effective verbal and non-verbal communication to build positive relationships and social responsibility. Students reflect on their learning experiences and have opportunities for creativity and self-expression while collaborating on group routines in acro-yoga, jump rope, and other rhythmic activities. Using the “Girl Meets World” curriculum, Wellness units give students the opportunity to engage in discussions, connect with peers, share authentically, practice skills through role play, learn skills related to overall social and emotional health, and reflect on their individual journey. Students participate in a series of lessons and activities to promote healthy choices about emotional health, communication, relationships, time management, and human growth and development. Students acquire the knowledge and skills needed to care for their developing minds. Students will be receiving comprehensive programming about puberty and the physical and emotional changes that occur. Wellness will be following the curriculum provided by Health Connected. Each class has time allocated to the practice of mindfulness, relaxation and gratitude.

• Fitness & Wellness 7
  In Fitness 7, students participate in a variety of developmentally appropriate activities designed to enhance motor skills, teamwork, fair play, and self- and social responsibility. Each unit incorporates fitness activities that address various health and skill-related fitness components. The curriculum focuses on acquiring and refining skills while fostering an understanding of movement concepts and strategies that can be applied across different games and sports. Students have opportunities for creativity and self-expression while collaborating on group routines in rhythmic and fitness activities. In Wellness, activities and discussion focus on creating clear communication skills to express feelings, work through conflict and build supportive friendships. Class lessons incorporate an examination of friendship dynamics, emotional regulation, and self-advocacy. Through partner work, small and large group discussions, individual and collaborative activities, students develop a deeper understanding of effective ways to communicate personal values and needs. Each class has time allocated to the practice of mindfulness, relaxation and gratitude. Fitness & Wellness 8 In Fitness 8, students engage in a variety of fitness units that further their earlier Middle School experiences and that bridge to the Upper School curriculum. Fitness blocks incorporate exercises that target both skill and health- related components of fitness. Students become more familiar with cardiovascular and muscular strength training through practice with a diverse range of fitness equipment. Units in invasion games and net and wall games build on the experience of sixth and seventh grade fitness. Unique to eighth grade are units introducing students to indoor cycling, strength training, and rock climbing. In Wellness, activities and discussion focus on creating habits of self-awareness and self-regulation. The students are asked to examine daily habits in an effort to build sustainable routines and relationships which support their well being. During class time, students work in small group and large group discussion, examine articles or videos with relevant themes, and journal for self-reflection. Using the curriculum “Teen Talk Middle School,” students will be receiving comprehensive programming about physical and emotional changes that occur during adolescence, which will be led by the provider Health Connected. The practice of Mindfulness, Relaxation and Gratitude is part of each class period.

The Upper School Fitness and Wellness program is designed in a holistic manner, where messages given in Wellness are threaded through Fitness opportunities.

• Fitness I & Fitness II
  The Upper School Fitness program provides students with opportunities to participate in lifetime individual and group fitness activities and game based units. Students have the opportunity to personalize their experience by selecting modules that meet their personal needs and goals, including indoor cycling, strength training, rock climbing, net and wall games, and invasion games. The fitness program is designed to help students learn about and enjoy physical activity through the development of skills, knowledge, and attitudes necessary to maintain a healthy lifestyle. Units for freshman and sophomores include both health and skill related components of fitness.

• Wellness I
  Wellness I is a required course for all ninth graders. The course focuses on building emotional intelligence and literacy through activities, such as journaling, and discussion in small and large groups. With this focus, students practice clear communication with themselves and others to reassess habits that support and sustain their well being. Each class time allocates time for practicing mindfulness, relaxation and/or gratitude.

• Wellness II
  Wellness II is a required course for all tenth graders. The course focuses on exploring self-identity as it pertains to personal beliefs or values. The students build off their knowledge of emotional intelligence, literacy and regulation to reflect on how their individual qualities support their well being. In each class, the students practice mindfulness, relaxation and gratitude. Using the curriculum, “Teen Talk High School,” led by the provider Health connected, students will be receiving comprehensive programming about making informed decisions and equipping them with the knowledge, skills, confidence, and support they need to navigate health and relationships throughout their lives.

Not all courses are offered every year.

• Introduction to Computer Science in Java
  This course introduces students to programming and problem solving within a visual context using the Java programming language. Students will learn fundamental topics in computer science including algorithms, data structures, and object-oriented programming. Students will use Java and Java libraries to design and implement animated and interactive computer graphics and image processing techniques. Prerequisite: Completion of Algebra I Integrated or concurrent enrollment in Algebra II & Trigonometry or Algebra II & Trigonometry Honors

• Engineering I
  Every day we interact with engineered systems. This course is intended for students who are curious about the stuff that makes modern life what it is. We will look at everyday technology and ask, “How does it work?”, “Why was it built that way?”, and “How can it be improved?” This course will operate at the intersection of science (the description and explanation of natural phenomena) and engineering (the application of scientific principles to practical ends). Engineering and design concepts will be taught through hands-on projects, while the physics behind the technology will be explored through experiments, lectures, and problem solving. The course will cover introductory topics in structural, electrical, and mechanical engineering. Prerequisite: Algebra II & Trigonometry and Physics

• Engineering II
  Building on skills and concepts learned in Engineering I, this course introduces students to designing and developing electro-mechanical systems. Through project experiences in the opening units of the course, students will learn fundamental topics in mechanical and electrical design including 3D computer-aided design (CAD) and fabrication; mechanisms; transistors and digital logic; electric motors and control systems. The final unit of the course will focus on the culminating project, in which student teams will apply skills and knowledge gained earlier in the course, as well as the engineering design process, to prototype a product or problem solution of their choosing. Prerequisite: Engineering I and Department recommendation

• Engineering III Honors
  In Engineering III Honors, students investigate advanced concepts in engineering sub-disciplines through hands-on projects. Using skills built in Engineering II in CAD, mechanical design, and electrical systems, students will explore the fields of robotics, industrial design, and automotive engineering. Progressing through a series of increasingly open-ended projects, students will design and fabricate electromechanical systems, apply design and diagnostic processes, and learn to communicate their project goals and outcomes through a variety of media. The course will culminate in a student-designed final project, and each student will produce a design portfolio showcasing their work throughout the entire course. Prerequisite: successful completion of Engineering II and Department recommendation, which is based on the student’s demonstrated interest in engineering, independent problem solving ability, and work habits that indicate that they can independently manage the demands of open-ended projects. Open to juniors and seniors

• Artificial Intelligence and Machine Learning Honors
  Artificial Intelligence (AI) is an important and rapidly growing field. In this course, students will explore key aspects of AI, including large language models, bias in models, and the impacts they have on our society. Students will also explore one of the key aspects behind AI: machine learning. Students will learn about neural networks, deep learning, and their role in AI. Students will build their own machine-learning models focusing on topics such as image classification and natural language processing (NLP). Students will also engage with multiple AI tools throughout the course, such as ChatGPT, Gemini, Teachable Machine, and AI-powered coding assistants (e.g. Copilot or Cursor). This course is not focused on programming, but will involve some use of the Python language; prior knowledge of Python programming is not expected. Prerequisite: successful completion of Introduction to Computer Science in Java, and Algebra II & Trigonometry or Algebra II & Trigonometry Honors

• Advanced Topics in Computer Science: Object-Oriented Problem Solving & Design in Java
  Advanced Topics in Computer Science: Object-Oriented Problem Solving & Design in Java This course introduces students to object-oriented problem solving and design using the Java programming language. Students will learn fundamental topics in computer science including object-oriented program design and implementation, program analysis, data structures, algorithms, and recursion. Students will use Java and Java libraries to design and implement animated and interactive programs such as models and simulations, and data visualizations. Students will have the option to sit for the AP Computer Science A exam in May. Prerequisite: successful completion of Introduction to Computer Science in Java, and Algebra II & Trigonometry or Algebra II & Trigonometry Honors, and Department recommendation, which is based on the student’s demonstrated understanding of all Intro Java standards at level 4, and ability to manage the accelerated pace and independence needed for success in an AT curriculum

• Advanced Topics in Computer Science: Software Product Development
  Building on foundational object-oriented programming competencies learned in Object-Oriented Problem Solving and Design in Java, this project-based course is for students who thrive on solving challenging open-ended problems, and will expect students to engage deeply, creatively, and collaboratively in designing and developing useful and usable mobile applications. Students will learn the Swift programming language, the iOS software development kit, and key software design patterns. Students will apply a user-centered methodology that includes identifying a genuine opportunity or need, researching existing solutions, producing a product specification and implementation plan, rapidly prototyping and iterating on user feedback, and implementing and deploying a minimum viable product. Prerequisite: successful completion of AT CS: Object-Oriented Problem Solving and Design in Java and Department recommendation, which is based on the student’s demonstrated interest in computer science, independent problem solving ability, and work habits that indicate that they can independently manage the demands of a semester-long open-ended project. Open to juniors and seniors

• History 6: The History and Geography of the Ancient World
  In sixth-grade ancient world history, we begin by asking questions like, “What is history?” and “How do social scientists interpret the past?” Throughout the year, students study the geography, religion, achievements, economy, and social structures of various civilizations around the world to develop understandings of cause and effect, sequence, and correlation in history. We look closely at specific kingdoms and empires in Mesopotamia, North Africa and the Middle East, Indus River Valley, Asia, Mesoamerica and the Mediterranean basin during three chronological periods: Beginnings to 4000 B.C.E., 4000-1000 B.C.E., Kingdoms and Innovations, 1000 BCE to 300 C.E., and Empires and Interactions in 1000-300 C.E. Students use historical thinking techniques (sourcing, contextualization, corroboration, and close reading) to understand and analyze primary and secondary sources that highlight the diverse history of people with emphasis on women's roles and prominence in the ancient world. Students explore and compose answers to inquiry-based questions using creative projects, short essays, and formative assessments.

• History 7: Faith & Human Experience
  This course is a continuation of the study of civilizations begun in the sixth grade. The course begins with the founding of Islam and moves chronologically to the exploration of the Americas. Through text readings, projects, discussion group activities, and documentary videos, students learn about Western and non-Western people and cultures from the period 500 CE up through modern times. Seventh grade students learn how to take notes, and develop their skills in written and oral expression. Students also learn about the role of science in history by investigating Renaissance technology to better understand the technology of the time. Students’ understanding is further enhanced through the integration of history and technology.

• History 8: Themes in US History
  Themes in US History continues the middle school history arc for students and prepares them for success in high school history and social science courses. The course covers significant themes, including the diversity of people, the legacy of slavery in US History, the structure of the federal and state governments, the work of historians, how big changes happen, current events, and how we remember and memorialize history. While students continue to develop as independent researchers and thinkers, they examine core events in US history and the skills they need to understand and make meaning from those events. Students have choices about some of the topics they examine in-depth, and they connect what they learn to current events. The course also helps prepare them for their trip to DC.

• Connecting History, Civics, and Community
  This year-long course provides students with the foundational tools, language, and concepts to support informed, thoughtful, and engaged citizenship in the United States and an appreciation for the rich social, cultural, and political landscape of California’s past and present. Through the study of American Government and by participating in a democratic decision making process in Casti Congress, students prepare for active participation in a democracy and engage with issues of citizenship both locally and nationally. Taught through an intersectional lens, this course examines race, ethnicity, gender, class, and religion as students engage in a meaningful study of systems of power and local political and social movements, thereby challenging students to better understand their roles in society. Throughout the course, students acquire foundational research skills for further studies at Castilleja and beyond, culminating with a research project on how marginalized voices have impacted civic life. Students develop skills in historical inquiry, gathering and analyzing data, as well as analytical writing.

• Global Identities and Institutions: Early Modern World History to the Present
  This year-long course for 10th graders introduces students to the political, economic, social, and cultural histories of the world from the 15th through the 20th centuries. It emphasizes global interactions and connections—from the Great/Columbian Exchange through the world wars, decolonization, and international realignments—that affected Europe, the Americas, Africa, Asia, and the Middle East. The course provides a solid grasp of appropriate content, chronology, and geography; it fosters an understanding of historical themes, such as international relations, causation, change over time, and comparison/contrast between or among different societies; and it helps students achieve competence in analytical and expository writing. Using both secondary and a wide range of primary sources, students encounter diverse voices and perspectives as well as begin to understand historiography. The course encourages critical thinking in regular examination and analysis of primary source documents, both written and visual, as well as a variety of types of assessments.

• Advanced Topics in History-Social Science: US History
  This advanced year-long US History course focuses on the construction and formation of the American identity, using the skills of historiography, document analysis, synthesis, argumentation, research, and writing to help students construct their own narrative of American history with a focus on contemporary topics and diverse perspectives of the 18th, 19th and 20th centuries. Themes of the course include an exploration of social movements, including the constructions of race, gender, and sexuality, labor and class, the role of expansionism and the changing role of the United States in the world, immigration, art and culture, and the politics of space in urban and rural landscapes. Students will engage in significant reading and writing, with assessments including primary source analyses, analytical essays, historiography and research projects, and seminar facilitation and participation. Students may take AT US History in either the eleventh or twelfth grade.

• Junior and Senior Electives
  The purpose of the elective program in the History-Social Science Department is to support and extend the required courses. The elective program enables students to follow a passion by deeply exploring and engaging in the study of a variety of subjects and themes. Rigorous, established standards which anticipate college-level classes underpin the elective offerings. Not all courses are offered each year.

• Gender and Sexuality Studies Honors
  This course will explore historical and social understandings of gender and sexuality. Gender and sexuality are often thought to be natural and unchanging aspects of the human experience. In this class, we will examine the various ways gender and sexuality are historically situated and socially constructed. We will also pay close attention to the ways that gender and sexuality intersect with other social forces such as race, class, nationality, and ability. Students will explore the history of feminist and LGBTQ social movements for equality and liberation and be introduced to historical and contemporary debates within feminist studies and queer theory. Students will also develop language and theoretical tools to critically analyze prevailing assumptions about gender and sexuality. Key theoretical topics include: socialization, intersectionality, womanism, standpoint epistemology, social construction theory, cis heteronormativity, gendered violence, toxic masculinity, the gender binary, and the art of queer failure. To facilitate informed class discussions and participation, students will be required to keep a journal, expressing their personal reflections, questions, and/or critiques of class readings. Students will also complete a series of short writing assignments throughout the course and end the term with an independent research project on a topic of their choosing. Open to juniors and seniors.

• Macroeconomics Honors
  This course is a one-semester honors elective that explores the fundamentals of macroeconomics including the nature of markets, the role of policy and government in promoting greater efficiency and equity, and topics in the global economy. Students will use the frameworks explored to lead and participate in seminar discussions, analyze public policies, apply their understanding to case studies, and research approaches to contemporary social and environmental issues. Students will demonstrate their understanding through unit individual and group projects, as well as class and seminar participation. For the final project in this course, students will have the opportunity to research in depth a topic of their choosing. Open to juniors and seniors.

• Modern World Religions Honors
  This one-semester elective will explore the world’s religions in local, national and international contexts with the goal of deepening students’ cultural competence. Through primary and secondary sources as well as speakers and local field trips, the class will study atheism and each of the following major world religions: Hinduism, Buddhism, Judaism, Christianity, and Islam. Students will write in class, open note essays to demonstrate their understanding of the topics and ability to synthesize course materials. Students will also be expected to contribute regularly to an online discussion as well as co-facilitate a seminar based on contemporary issues of religion in national and international societies. Students may choose any other belief system or a branch of one of the ones studied to research for their final projects. Open to juniors and seniors

• Population, Migration, and Conflict Honors
  Population, migration, and conflict are intimately intertwined. As Earth’s population has exceeded the 7 Billion mark and globalization has accelerated, few factors will affect our future more than the pressures on and movement of people. International migration is a large and growing phenomenon, with some 200 million people worldwide now living outside of their home countries for extended periods. This course provides an overview of international migration numbers and trends, the causes of population movements (“push and pull” factors), and the impact of international migration on source, transit, and receiving countries. We will also examine the ethical dimension of migration and its role in shaping policy. The course will utilize a case study approach grounded in current events and offer students a variety of culminating assessments for each unit. Open to juniors and seniors

• Advanced Topics in History-Social Science: Psychology
  This course is a one-semester, advanced introduction to the field of psychology. The chief goals are to understand the scientific approaches and applications of modern psychology by exploring essential topics, theories, and research methods within the discipline. Topics include the historical underpinnings of the field, biological bases of behavior, motivation, learning, sensation, perception, cognitive processes, speech and language, social behavior, developmental psychology, individual differences, and the nature and treatment of major mental disorders. The course is sophisticated in terminology, reading level, and written assignments. Students will use the scientific method in their approach to in-class activities and outside-of-class experiential projects. They will have opportunities to learn about and apply psychological experimental strategies and be able to communicate their understanding both verbally and in writing. Students will learn to evaluate primary literature and data, produce an APA research study proposal, and as a final assessment, write an APA literature review in which students evaluate a current controversy to do with the etiology, diagnosis, or treatment of a mental disorder. This course incorporates a variety of learning strategies and challenges students to aspire to Ivan Pavlov’s maxim, “Don't become a mere recorder of facts, but try to penetrate the mystery of their origin." Prerequisite or Corequisite: AT US History, with B+ or higher average in Upper School History-Social Science courses

• Advanced Topics in History and Social Science: Research & Writing
  This advanced seminar class offers seniors an opportunity to identify and pursue a scholarly research topic of personal interest. Students will build on skills learned in previous classes as they acquire more advanced research skills. The class offers the advantage of working both independently and cooperatively in a small class that promotes peer review and an exchange of ideas. Student curiosity, independence, and initiative will drive the process. In partnership with the instructor, the library, and outside scholars as needed, the student will craft an historical monograph to share with the community and explore options for external publication. The structure will facilitate a manageable pace and include: exploring the historiography on a topic, identifying a researchable question, conducting a literature review, generating original questions, maintaining an annotated bibliography, respecting a timetable for submissions, and engaging in peer critique and review. For example, a student will learn how to promote a “conversation” among scholarly sources and to hone an academic argument in response to a research question. Prerequisite: AT United States History, with B+ or higher average in Upper School History-Social Science courses. Open to seniors. By May 2025 students will submit a brief statement identifying a proposed area of study and including a rationale for why an exploration of this subject would be useful and informative.

Courses not offered in 2025-2026

• International Relations Honors: Global Politics & Contemporary Issues (not offered in 25-26)
  International Relations (IR) provides an intellectually rigorous course in contemporary international affairs. This course introduces students to the fundamental concepts and theory behind IR. Students report on current world affairs becoming an expert in seeing contemporary events through an IR lens. Students gain the necessary vocabulary and critical thinking and writing skills to discuss issues and evaluate scholarly work in the field. They also gain a greater understanding of America’s foreign policy and the U.S.’s role in global affairs. Readings and discussions examine issues related to politics, economics and the environment in the field of international relations. Guest speakers with expertise in various areas of international relations enhance student learning. Students are expected to research and present findings using the American Political Science Association citations and poster guidelines. Open to juniors and seniors.

• Latin American History Honors (not offered in 25-26)
  This one-semester course offers an introduction to the history of Latin America from its pre-contact past to the contemporary period. Students engage in primary and secondary texts to become familiar with the ethnic, cultural, economic, and political conditions that have produced the continuity of conflict, change and resilience in Latin America throughout its history. We will begin the semester by exploring Latinitud, pre-Columbian civilizations, as well as the colonial and independence periods, paying particular attention to the experiences of women. Later units will include the transition into the 20th century, with a strong emphasis on post-independence struggles for national, social, and economic liberation. Influenced by the newest historiography in the field, the course will confront common misconceptions about the region and the notion of a monolithic Latin America. Special care will be taken to show how the region was created and influenced in innumerable ways by the interweaving of its Native American, European, African, and Asian peoples. Open to juniors and seniors

• Russian History Honors: Political, Social, and Cultural History from Empire to the Present (not offered in 25-26)
  This one-semester elective offers a comprehensive exploration of Russia's rich social and cultural history, spanning from empire to communism and back to the present day. This course takes a deep dive into the multifaceted tapestry of Russian society, exploring its diverse cultural landscape and multinational character within the different contexts of the Russian Empire, the Soviet Union, and contemporary Russia. Rather than a linear chronological approach, this course adopts a thematic exploration, delving into the complex interplay of social structures, cultural dynamics, and historical events that have shaped Russian identity over the centuries. Through a combination of lectures, discussions, assigned readings, and student-led seminars, participants will examine key themes such as identity formation, cultural exchange, religious diversity, class dynamics, gender roles, and ethnic relations. Engagement with primary sources, literary works, films, and multimedia resources will provide students with a nuanced understanding of Russian society and its evolution over time. Open to juniors and seniors

• This advanced one-semester elective focuses on the formation and continued evolution of Asian American identity. The course begins by asking the questions, “What is Asian America? Who is Asian American?” and continues with an exploration of topics in the history of Asian America and its relevance to contemporary issues. Course content includes the first wave of Asian immigration in the mid- to late-19th century and the rise of anti-Asian movements, the emergence of political advocacy and the Asian American movement in the 1960s, and the new wave of post-1965 Asian immigration. Additional themes and societal issues include racial stereotyping, assimilation, cultural appreciation and appropriation, media representation, and the myth of the model minority, as well as the continuing legacies of racism as they pertain to Asian Americans. Students will lead and participate in seminar discussions, explore topics through scholarly research analysis and constructing research papers, and complete a final research project on a topic of their choice to submit to an external audience. Prerequisite or Corequisite: AT US History, with B+ or higher average in Upper School History-Social Science courses

• Math 6
  Students explore fundamentals of number theory, integers, fractions, decimals, ratios, proportions, percentages, algebra, statistics, and geometry with an emphasis on understanding underlying concepts. Students transition from the practice of arithmetic to the study of mathematics, with focus on understanding and communicating solutions to problems. The course is intended to work with students of various math backgrounds while providing challenge and encouragement to all. Students actively participate in collaborative problem solving and help create an atmosphere in which learning mathematics is interesting and fun. Hands-on activities and investigations are used to explore concepts in depth, while mastery of arithmetic skills and estimation is strongly emphasized. In the end, the student should be capable and confident in their ability to use mathematical concepts and logical reasoning to solve problems.

• Pre-Algebra
  Students transition from concrete to abstract mathematics. Students master arithmetic skills through the study of number theory, operations, ratios, proportions, percentages, and probability; extend their knowledge of two- dimensional geometry; and develop a strong understanding of algebraic concepts such as variables, expressions, equations, and linear functions. Class sessions combine differentiated individual and group work, hands-on activities, skill practice, and problem solving.

• Algebra I
  Algebra I is an exciting and important year in mathematics, as students transition from calculating with numbers (arithmetic) to reasoning logically about numbers (algebra). Students extend their knowledge of simplifying expressions and solving equations and explore the logical reasoning behind algebraic rules, patterns, and relationships. Students study linear and quadratic functions and investigate a variety of real-world situations that can be modeled with these functions. Even though Algebra I is a skills-heavy course, focus is also placed on developing conceptual understanding and critical thinking along with using applications to give meaning to the x’s and y’s. Class sessions combine individual and group work, exploratory investigations, hands-on activities, differentiated skills practice, and problem solving..

• Algebra I Integrated
  This course builds proficiency in the fundamentals of algebra while deepening problem-solving skills and mathematical synthesis. It is designed for high school students who have not yet taken an Algebra I course or who have taken a beginning algebra course in middle school and would benefit from practicing foundational algebraic skills and deepening their conceptual understanding. This course integrates algebraic skills with geometry concepts. Students will extend their knowledge of simplifying expressions and solving equations and explore the logical reasoning behind algebraic rules, patterns, and relationships. Course topics include variables, operations on real numbers and their properties, simplifying expressions, factoring algebraic expressions, solving both linear and quadratic equations, inequalities, rational expressions, exponents, radicals, solving systems of equations and inequalities. Geometry topics including types of angles (complementary, vertical, etc.), parallel line theorems and applications, similarity, and coordinate geometry (distance formula, midpoint, etc.) in 2D and 3D are integrated into the curriculum as algebraic applications. Throughout the year, students will explore mathematical topics from numerical, algebraic, graphical and conceptual perspectives. In addition, students will learn how to document their work, explore strategies for learning mathematics, and develop mastery based on reasoning and understanding of concepts rather than on just memorizing rules and formulas. Students will work on application problems that build skills for mathematical modeling of real-world situations and explore interdisciplinary connections to design, innovation, and technology. Class sessions will combine individual and group work, exploratory investigations, class discussion, hands-on activities, differentiated skills practice, and problem solving. Prerequisites: Pre-Algebra, high school standing, and Department recommendation informed by the Upper School Algebra Placement Test.

• Algebra II & Trigonometry
  This course builds on the concepts and skills learned in Algebra I. Students refine algebra skills needed to solve equations and expand their knowledge of mathematical functions. Building on the knowledge of linear and quadratic functions developed in Algebra I, students investigate the behavior and applications of polynomial, rational, trigonometric, exponential, and logarithmic functions. Emphasis is on understanding the patterns, properties and graphs of these functions as well as the results of applying transformations. In addition, students explore applications in real-world contexts. Prerequisite: Department recommendation informed by the Upper School Algebra Placement Test or successful completion of Algebra I Integrated

• Algebra II & Trigonometry Honors
  This course covers the material outlined in the Algebra II and Trigonometry course description at an accelerated pace, which allows the study of selected topics in greater depth and the investigation of additional material. Greater emphasis is placed on derivations of concepts and on developing a fluency in the language of mathematics. Prerequisites: Department recommendation informed by the Upper School Algebra Placement Test. Or Completion of Algebra I Integrated with a grade of A in semester 2 while demonstrating understanding at level 4 70% or more of the time on each standard, and opting into EB on all semester 2 exams beginning with the second unit. (Note: demonstrating all of the following on the Semester 2 Final Exam can fulfill one of the three prerequisites above: 1. Level 4 in Mechanics and Procedures, 2. Level 4 in Application, 3. Level 3 or higher in Thinking and Synthesis, and 4. Level 4 in all but one of the Content standards.)

• Euclidean & Analytic Geometry
  This comprehensive geometry course is all about logical thinking, building arguments, and developing problem-strategizing skills. Throughout the course, students experience how mathematicians build complex and rich mathematical worlds starting with a few simple assumptions and the tools of logic. Students learn foundations of deductive reasoning and build up to devising rigorous proofs and building arguments with tight logic. Students apply their proof writing and problem-strategizing skills to scaffolded coordinate geometry problems. Students investigate lines, circles, and polygons; extend their understanding of trigonometric concepts; delve into similarity and congruence; and explore the properties and measurements of three-dimensional solids. Each topic is addressed from multiple perspectives—geometrically, algebraically, and using constructions. This course also strives to develop the student’s competence and confidence with mathematical processes and methods, and to strengthen the student’s ability to think and work confidently and creatively. Prerequisite: Algebra II & Trigonometry or Algebra II & Trigonometry Honors

• Euclidean & Analytic Geometry Honors
  This course covers the material outlined in the Euclidean & Analytic Geometry course description, yet differs from that course in two key respects: an accelerated pace allows time to cover additional topics, and students are expected to master the material at greater depth and rigor. Coordinate geometry problems are integrated into the course and students learn other proof methods including proof by contradiction. Other additional topics may include: logic, special points in a triangle, and the geometry of the sphere. Students will delve into difficult questions that connect different ideas from previous studies. To be successful, students need to have strong algebraic and numeric skills and the habit of trouble-shooting their work routinely, effectively, and independently. Prerequisites: Completion of Algebra II & Trigonometry with a grade of A in semester 2 while demonstrating understanding at level 4 70% or more of the time on each standard, and opting into EB problems on all semester 2 exams beginning with the second unit. (Note: demonstrating all of the following on the Semester 2 Final Exam can fulfill one of the three prerequisites above: 1. Level 4 in Mechanics and Procedures, 2. Level 4 in Applications, 3. Level 4 in Thinking & Synthesis, and 4. Level 4 in all Content standards.) Or completion of Algebra II & Trigonometry Honors with a grade of B+ in semester 2 while demonstrating understanding at level 3 or higher 70% or more of the time on each standard. (Note: demonstrating all of the following on the Semester 2 Final Exam can fulfill one of the two prerequisites above: 1. Level 3 or higher in Applications, 2. Level 3 or higher in Thinking and Synthesis, and 3. Level 4 in all Content standards.)

• Introductory Calculus
  This course explores pre-calculus topics including exponential growth and decay; compound interest; analytic trigonometry; power, polynomial and rational functions; compositions, inverses, and combinations of functions. We begin the study of differential calculus, including limits, continuity, the derivative concept, and methods of differentiation for each of the function families that we have studied. Emphasis is on algebraic facility and connecting graphical and algebraic representations of functions. Applications include projectile motion, compound growth, and optimization. Time permitting, additional topics may include statistics, combinatorics, or probability. Prerequisites: completion of Algebra II & Trigonometry or Algebra II & Trigonometry Honors, and Euclidean & Analytic Geometry or Euclidean & Analytic Geometry Honors.

• Introductory Calculus Honors
  This course covers the material outlined in the Introductory Calculus course description at an accelerated pace, which allows the study of selected topics in greater depth and the investigation of additional material. Additional precalculus topics include combinatorics, the logistic function, polar coordinates, complex numbers, and matrices. Additional calculus topics include indeterminate forms of limits, implicit differentiation, and related rates. Prerequisites: Completion of Euclidean & Analytic Geometry or Summer Geometry Integrated with a grade of A in semester 2 while demonstrating understanding at level 4 70% or more of the time in the Problem-Strategizing Standard of Coordinate Geometry and Proofs. (Note: demonstrating all of the following on the Semester 2 Final Exam can fulfill one of the two prerequisites above: 1. Level 4 in Coordinate Geometry, 2. Level 4 in Proofs.) Or completion of Euclidean & Analytic Geometry Honors with a grade of A- in semester 2 while demonstrating understanding at level 4 70% or more of the time in the Problem-Strategizing Standard of Coordinate Geometry and at level 3 or higher 70% or more of the time on the Problem-Strategizing Standard of Proofs. (Note: demonstrating all of the following on the Semester 2 Final Exam can fulfill one of the three prerequisites above: 1. Level 3 or higher in Proofs, 2. Level 4 in Coordinate Geometry.)

• Advanced Topics in Mathematics: Calculus
  This course continues the exploration of differential calculus topics begun in Introductory Calculus, and then turns to integral calculus and differential equations. Differential calculus topics include implicit differentiation, related rates, optimization, and L’Hôpital’s rule. Integral calculus topics include computing areas and volumes, indefinite and definite integrals, integration techniques, approximating accumulation from tables or graphs of rates of change, the Fundamental Theorem of Calculus, and applications such as rectilinear motion. The differential equations unit combines theory and applications: solving first order differential equations, initial value problems, integral curves, slope fields, exponential growth and decay, and cooling and heating models. Significant time is spent working on synthesis of the material to help the student understand the connections between topics and their application in a variety of contexts. All students will have the option to sit for the AP Calculus AB exam. Prerequisite: Introductory Calculus or Introductory Calculus Honors

• Advanced Topics in Mathematics: Calculus
  This course continues the exploration of differential calculus topics begun in Introductory Calculus, and then turns to integral calculus and differential equations. Differential calculus topics include implicit differentiation, related rates, optimization, and L’Hôpital’s rule. Integral calculus topics include computing areas and volumes, indefinite and definite integrals, integration techniques, approximating accumulation from tables or graphs of rates of change, the Fundamental Theorem of Calculus, and applications such as rectilinear motion. The differential equations unit combines theory and applications: solving first order differential equations, initial value problems, integral curves, slope fields, exponential growth and decay, and cooling and heating models. Significant time is spent working on synthesis of the material to help the student understand the connections between topics and their application in a variety of contexts. All students will have the option to sit for the AP Calculus AB exam. Prerequisite: Introductory Calculus or Introductory Calculus Honors

• Advanced Topics in Mathematics: Calculus with Infinite Series
  This course covers all of the material in the AT Calculus course at an accelerated pace, which allows time for study of infinite series, integration by parts, and logistic growth. Additional topics may include integration by partial fractions; differentiation and integration of parametric, polar, and vector functions; and computation of arc length. The course also includes generalizations or extensions of core topics, proofs of theorems, and applications in science and engineering. All students will have the option to sit for the AP Calculus AB or BC exam. Prerequisite: At a minimum, completion of Introductory Calculus plus any summer work assigned; completion of Introductory Calculus Honors is strongly recommended

• Advanced Topics in Mathematics: Linear Algebra
  Linear Algebra has reach across several disciplines. This semester-long course will integrate applications with rigorous proof-based development of the underlying mathematics. We will predict traffic flow via matrices and linear systems of equations. We will analyze population evolution with probability matrices and Markov chains. Time permitting, we will learn to carry out linear and polynomial regression as well as tap into symmetric matrices and image processing. The underlying mathematical tools we will explore include vector spaces, bases, systems of linear equations, dot product, projection, determinants, eigenvectors, and eigenvalues. This course is comparable to a first-semester college linear algebra course and merits consideration for students interested in taking multivariable calculus later in their careers. Prerequisite/Corequisite: AT Calculus or AT Calculus with Infinite Series

• Advanced Topics in Mathematics: Multivariable Calculus
  This semester-long course will begin with a discussion of three-dimensional space and vectors: dot product, projections, and cross product. This leads to discussion of vector-valued functions and applications such as unit tangent, normal and binormal vectors; curvature; and motion along a curve. Extensions of calculus theory that were introduced in a single-variable setting in prior coursework are discussed in a multivariable context: parameterization, partial derivatives, differentiability, tangent planes, directional derivatives, extrema, and multiple integrals. The course prepares students for work in fields such as engineering, computer graphics, physical sciences, and economics. Prerequisite/Corequisite: AT Calculus or AT Calculus with Infinite Series

• Advanced Topics in Mathematics: Statistics I - Data Analysis & Study Design
  The world is awash in data. Every discipline, from fashion to forensics, is analyzing data. This first course in statistics provides students with an exposure to key concepts in statistics. The two major themes of the course are (1) exploring and analyzing data, visually and numerically, to discover and describe patterns; and (2) designing surveys and experiments, collecting data, and controlling for sources of bias. Students use statistical software to analyze real-world data sets. The course is anchored by a project in which students will write a literature review, methods section, and use the concepts and skills learned during the semester to analyze a significant data set using appropriate descriptive statistics. Open to juniors and seniors. Prerequisite/Corequisite: Euclidean & Analytic Geometry or Euclidean & Analytic Geometry Honors

• Advanced Topics in Mathematics: Statistics II - Probability & Statistical Inference
  This course continues Statistics I and provides students with the skills to create their own statistical analyses. The two major themes of the course are (1) creating and using probabilistic models to understand data distributions; and (2) interpreting results statistically using hypothesis testing, confidence intervals, and p-values to draw conclusions and describe variability. The course uses statistical analysis software for the analysis of real-world data sets. The course is anchored by a project that extends the work done in Statistics I to perform data analysis on an existing data set. Students will conduct appropriate inference tests (including regression analyses, chi-squared tests and t-tests) and present their results. All students have the option to sit for the AP Statistics exam. Open to juniors and seniors. Prerequisite: AT Statistics I

Courses not offered in 2025-2026

• Summer Geometry Integrated (not offered in Summer 2025)
  This summer course is open to rising juniors or seniors who have successfully completed both Algebra I Integrated and Algebra II & Trigonometry at Castilleja. Where Algebra I Integrated covers the algebraic geometry applications, this course focuses on proof writing and problem-strategizing. Topics include but are not limited to theorems with angles and parallel lines, proof by contradiction, triangle congruence, and quadrilaterals. This course runs from mid-June through July. Prerequisites: Algebra I Integrated and Algebra II & Trigonometry or Algebra II & Trigonometry Honors

• Science 6
  The sixth-grade science course is based on a discovery, hands-on approach to learning about Earth and Environmental Science. The course introduces students to scientific skills through experimentation, observations, small group projects, collaborative learning, and field trips. Students learn to explore the world around them using Earth and Environmental Science topics such as an introduction to scientific tools and terms, cartography, geological time, plate tectonics, natural resources, sustainability, climate, and pollution, as well as interdisciplinary experiences. The culminating experience for the year is a group-based, student-driven inquiry project rooted in topics explored throughout the year and shared with the Castilleja community.

• Science 7
  Seventh-grade science is an introduction to and survey of the Life Sciences. Students begin by exploring the cell and the fundamental phenomena that make it alive, including cellular structure, energy storage and release, genetics, and evolution. Students will then learn about the human body by focusing on organ systems, including the circulatory, respiratory, digestive, and reproductive systems. Also, students will delve into evolution and ecology in the context of the diverse species that exist in the local ecosystems. Students engage in laboratory experiments, construct models, engage with computer simulations, participate in exploratory activities like dissections, and contribute to group learning in various interdisciplinary learning opportunities, including presentations. The culminating experience is an original, group-based inquiry experiment related to a student-determined question that will be showcased to the Castilleja community.

• Science 8
  Students continue their study of science in eighth grade with a focus on physical science and conclude the year with the Explo Unit. The first unit entitled; 'Introduction to Physical Science,' asks students to demonstrate their understanding of inductive reasoning, the history of science, the role ethics has played in its development, and its need for more diversity regarding representative voices. The students then review the international system of units (SI), the role of accuracy and precision in measurement, and how to make graphs that best represent the data collected from an experiment. Three physics units follow: Fluid Forces, Energy and Heat, and Electromagnetic Radiation and Sound. Students then engage in three chemistry units: Chemical Interactions; Solutions, Acids, and Bases; and Matter and Change. Throughout the year, students conduct experiments and write Claim/Evidence/Reasoning analyses (C.E.R.s) using evidence to support or refute their claims for each investigation modeled after Upper School C.E.R. expectations. Students culminate the year with Explo, a self-designed inquiry project based on what they have explored throughout the year. This capstone project is shared with the Castilleja community..

• Physics
  This hands-on introductory course covers the fundamental principles of three major areas of physics: electricity, mechanics, and light. The course emphasizes both conceptual understanding and mathematical modeling of the physical world. Concepts are first developed through direct experimentation and data analysis; later, students use equations to guide their thinking while solving increasingly challenging problems. Scientific communication skills are also developed through class discussions and lab reports.

• Chemistry
  This course provides students with a dynamic and conceptual view of the composition, structure, properties, and reactions of matter and the energy changes associated with its physical and chemical changes. Students will gain proficiency using models and symbols to convey their understanding of chemical principles and develop a detailed yet concise writing style through class and laboratory work. Topics of study will include atomic structure, the periodic table, chemical reactions, bonding and molecular structure, polarity and intermolecular forces, moles, stoichiometry, solutions, acid-base chemistry, and thermodynamics. The laboratory component of the course will provide hands-on and computer-based activities to reinforce the concepts within each topic. Students will practice appropriate estimation and measurement techniques and be challenged to be objective observers, analyze and interpret data, use evidence to support their claims, and appropriately assess the accuracy and reliability of their results. Prerequisite: completion of Physics

• Chemistry Honors
  This course provides a strong foundation in chemical principles and is optimized to prepare students for advanced chemistry coursework. Students will be expected to perform more complex, self-driven assignments in addition to additional reading, writing, and research components. The course content covers the following main ideas: atomic principles and electronic structure; nomenclature and chemical reactions; molecular geometry and intermolecular forces; moles and stoichiometry; acid-base chemistry; thermodynamics; gases. This course will also develop a deeper understanding of the laboratory process, emphasizing critical thinking and communication of lab results. The goal of this course is to lead students towards a greater understanding of the chemical world around them through inquiry, analysis, experimentation, and mathematical manipulations. An emphasis will be placed on hands-on learning, use of technology, and application to real-world situations. Prerequisite: Completion of Physics and either completion of Algebra II & Trigonometry or concurrent eligibility for Algebra II & Trigonometry Honors. It is advised that students who take this course have the recommendation of their Physics teacher.

• Biologys
  This course assumes an understanding of the principles of physics and chemistry and develops an understanding of the principles that govern structure and function in living things. Major topics covered include molecular and cell biology, classical and molecular genetics, principles of evolution, an overview of the diversity of life, plant biology, and principles of ecology. Students will practice scientific skills using biological data, including observation and analysis, reasoning from evidence, and scientific writing. Prerequisite: completion of Physics and Chemistry

• Biology Honors
  Students in Biology Honors are expected to engage deeply with the subject material. While the topics covered are similar to those in Biology, some are covered in greater detail and assume a more sophisticated understanding of Chemistry. In addition, students are asked to combine their previously acquired scientific knowledge with concepts from multiple aspects of the Biology Honors course to demonstrate a comprehensive understanding of the subject matter. Students also work towards an in-depth understanding of experimental design and data analysis while developing their scientific writing. Prerequisite: completion of Physics and Chemistry. It is advised that students who take this course have the recommendation of their Chemistry teacher.

Honors Electives Courses
All upper-level science electives are offered at the Honors level. Honors-level electives are single-semester courses available to juniors and seniors who meet course eligibility requirements. Honors electives allow students to explore a subject of interest without AT-level rigor. NOTE: Not all courses are offered every year.

• The Biology & Economics of Cancer Honors
  This one-semester course will help answer the questions: What is cancer? What causes cancer? How can we prevent cancer? How can we treat cancer? What are the barriers to equity in cancer diagnosis and treatment? We will cover topics including the molecular basis of tumor formation, the physiological results of tumor formation, the public health implications of epidemiological studies, current therapies, and the economics behind the development of cancer treatments. Each student will complete a semester-long project focusing on a cancer of their choice, building on the knowledge gained throughout the course. Prerequisite: completion of Biology or Biology Honors

• Biotechnology & Bioethics Honors
  This course will increase students’ understanding of the many biotechniques applied to medicine, agriculture, forensics, and pharmacology. In the laboratory component of this course, we will learn about and perform multiple experiments, including restriction enzyme digests, CRISPR, bacterial transformations, and polymerase chain reactions (PCR). In the bioethical component of this course, we will consider how the use of the above-mentioned lab techniques (and others) leads to the ethical debates society presently faces. We will discuss bioethical issues involving cloning and genetic engineering, rights to “genomic privacy,” the use of DNA fingerprinting in establishing guilt or innocence in criminal trials, and the global/environmental impact of engineering genetically modified organisms (GMOs). Prerequisite: completion of Biology or Biology Honors

• Climate Change & Global Inequities Honors
  In this course, students examine climate change from an interdisciplinary perspective, focusing on its disproportionate global impact on different communities around the world. Students will explore the planet's systems, human impact, and how existing inequalities both shape and are impacted by the effects of climate change. Key topics include resource access, displacement, food insecurity, health, energy, and land rights, all viewed through the lens of environmental science, policy, social justice, economics, and public health. The course integrates indigenous knowledge with modern climate data. Students will engage with case studies, diverse perspectives, and data collection to deepen their understanding of climate change’s multifaceted effects. Throughout, they will reflect on their role in shaping the future of the Earth’s climate. Prerequisite: completion of Physics and Chemistry

• Organic Chemistry Honors
  Organic Chemistry is the study of carbon-containing compounds, which are the basis of all life on our planet. This course will give an overview of several aspects of fundamental organic chemistry, including the nomenclature, chemical structure, physical properties, chemical reactivity, and biological activity of several classes of compounds. Students will also get an introduction to the theory and practice of methods used in the organic chemistry laboratory. Emphasis will be placed on the synthesis, isolation, purification, and characterization of organic compounds. Techniques covered include extraction, distillation, recrystallization, chromatography, and polarimetry. Students will also gain exposure to the vital tool of computerized molecular modeling. With these fundamentals, students may explore a wide range of applications of organic chemistry, including food chemistry, dyes and textiles, and pharmaceuticals. Prerequisite: completion of Chemistry

• Organic Chemistry Honors
  Organic Chemistry is the study of carbon-containing compounds, which are the basis of all life on our planet. This course will give an overview of several aspects of fundamental organic chemistry, including the nomenclature, chemical structure, physical properties, chemical reactivity, and biological activity of several classes of compounds. Students will also get an introduction to the theory and practice of methods used in the organic chemistry laboratory. Emphasis will be placed on the synthesis, isolation, purification, and characterization of organic compounds. Techniques covered include extraction, distillation, recrystallization, chromatography, and polarimetry. Students will also gain exposure to the vital tool of computerized molecular modeling. With these fundamentals, students may explore a wide range of applications of organic chemistry, including food chemistry, dyes and textiles, and pharmaceuticals. Prerequisite: completion of Chemistry

Advanced Topics (AT) Courses
Advanced Topics courses in science are intended for students who have demonstrated a high level of engagement and mastery in their core science classes and wish to further grow their knowledge and skills in a challenging course taught at the level of an introductory college course. A student who wishes to request an Advanced Topics course and meets the prerequisites should discuss this with their current science teacher and the AT teacher. Science Advanced Topics courses:

• encourage creativity, complex analysis, and the application of knowledge
• inspire students to seek out and explore new and original questions about their world
• require more self-directed work and provide less didactic support than non-AT courses
• are second-year courses in a discipline (Chemistry, Biology, Physics) that allow students to build upon
• core concepts while extending to more complex topics
• develop lab and communication skills at a level expected in introductory college courses

• Advanced Topic in Biology: Genes, Development, and Evolution
  This second-year advanced biology course offers students a thematic approach to understanding biology. Students engage in independent and collaborative work to explore biological subjects, including gene regulation and its control of development, genetic engineering, and disease evolution. Activities range from projects designing graphic novels about macromolecules to laboratory exercises using the polymerase chain reaction (PCR) to analyze our DNA. Students should be prepared to engage in various subjects quickly, emphasizing applying content based on the knowledge developed in junior year. Students will be expected to submit an extensive research proposal at the end of the first semester and should be prepared to present their proposals to the greater Castilleja community. Students should also be prepared to engage deeply in experimental design and data analysis. Students will emerge from the course with a strong background in collaborative science communication and a window into the many exciting avenues that may be pursued in advanced biological studies. Prerequisite: completion of Biology and Chemistry. It is advised that students interested in requesting this course have the recommendation of their current science teacher and are strongly encouraged to discuss their plans with the current AT Biology teacher.

• Advanced Topics in Chemistry: Kinetics, Thermodynamics, and Equilibrium
  This second-year advanced chemistry course is open to juniors and seniors excited by the field of chemistry and committed to engaging with the subject at a much deeper and more quantitative level. The fundamentals of atomic structure, periodic table organization, stoichiometry, bonding, and molecular structure will be reviewed briefly, providing the foundation for exploring more advanced topics. Students will study three major subjects for the year (thermodynamics, kinetics, and equilibrium) that will answer the questions “Will a chemical reaction occur?”, “How fast do reactions occur?” and “To what extent does a reaction occur?” respectively. Other topics, including gases, nuclear chemistry, acid-base chemistry, and/or electrochemistry, will intersect with and build upon these major themes throughout the year. Students will maintain a laboratory notebook for all experimental work, develop new laboratory skills, and further hone their scientific writing while learning to write formal lab reports. Prerequisite: Completion of Chemistry or Chemistry Honors and concurrent enrollment in Introductory Calculus or above. It is advised that students interested in requesting this course have the recommendation of their current science teacher and are strongly advised to discuss their plans with the current AT Chemistry teacher.

• Advanced Topics in Physics: Modern Mechanics
  Modern Mechanics focuses on the atomic structure of matter and interactions between material objects. The course emphasizes the broad applicability of three fundamental principles: the Momentum Principle, the Energy Principle, and the Angular Momentum Principle. We can use these principles to explain and predict the behavior of systems as different as molecules and galaxies. Contemporary physics topics (relativity, quantum mechanics, statistical mechanics) are integrated throughout the curriculum. In addition to traditional laboratory techniques, students will use computational modeling (through the vPython programming language) to analyze physical systems. Prerequisite: concurrent enrollment in AT Calculus or above (AT Calculus with Infinite Series or above strongly recommended); completion of Physics and Chemistry. Students interested in requesting this course are strongly advised to discuss their plans with the current AT Physics teacher.

Courses not offered in 2025-2026

• Astronomy Honors (not offered in 25-26)
  This course provides students with a scientific introduction to our place in the universe. Topics will include the physical properties of light, the scale and structure of the solar system, the classification and life cycles of stars, the structure of galaxies, and the origin and fate of the universe. Lectures and class discussions will be supplemented with observing sessions (both in-person and computer-based) to give students an understanding of the night sky. Prerequisite: completion of Physics and Chemistry

Sixth grade

• Art 6: Explore & Create
  Sixth grade art is a course that emphasizes the joys of artistic production and interdisciplinary learning in a relaxed environment conducive to creative exploration and development. Students explore the elements of art, including line, shape, color, value, texture, and space; develop basic techniques; and learn about how art reflects, records, and shapes history across different cultures. Students will also have the opportunity to experiment with diverse media, including: drawing materials, pen and ink, paper collage, watercolor, and sculptural media.

• Dance 6: Move & Groove
  This course provides students an introduction to the foundations of different dance genres, including ballet, jazz, hip-hop, and tap. Students will explore each genre of dance through a variety of movement activities, collaborative projects, and creative choreography routines. In addition, students will learn the basic skills of dance composition while developing their technical skills as dancers and performers in a fun, inclusive environment that welcomes all students regardless of previous experience in the artform. Get ready to move and groove!

• Music 6: Sing, Play, Jam
  Music 6 offers all 6th graders the opportunity to learn the language of music through listening, singing, playing, and movement. Vocal music will emphasize choral music in unison, two, and three-part arrangements, as well as vocal technique and learning to sight-sing simple melodies. Instrumental music will focus on playing ukulele, covering basic chord progressions, and playing in an ensemble. All students will also be exposed to repertoire and musical practices from multiple cultures, traditions, and perspectives. Each student will gain experience with each type of music-making, and all 6th grade musicians will conclude the course by performing in a winter or spring concert!

• Theatre 6: Telling Stories
  Theatre for the sixth grade is an introduction to storytelling, movement, voice, mime and character development. Students are encouraged to take risks, expand their comfort zone and rediscover their ability to play. Using improvisational techniques, the girls will explore characters, relationships, and objectives to create believable scenes and short plays.

Seventh Grade

• Art 7: Observation & Technique
  Students in seventh grade art build on their prior knowledge of the elements of art and the foundation set in Art 6. They will be introduced to different styles of art- both representational and abstract; continue to engage with a wide range of media- including but not limited to drawing pencils, watercolor, digital programs, & sculptural materials; and learn about important contributions in art history. Emphasis will be placed not only on the development of observation and technical skills but also on the development of their own ideas and imaginative content.

• Dance 7: Dancing Through History
  This course celebrates the fundamentals of dance technique while exploring exciting moments in dance history. Students will focus on the development of jazz, ballet, and contemporary movement through engaging group projects and presentations. Students will also be introduced to the basics of dance composition and choreography in addition to advancing their skills as a dancer and performer.

• Music 7: Lifting Your Voice and Opening Your Ears
  This course builds on the fundamentals covered in Music 6. Students continue to explore the art of music performance as singers by rehearsing more sophisticated choral repertoire, and as instrumentalists by switching from ukulele to guitar and learning classic riffs as well as chord progressions. As in 6th grade, students will also be exposed to repertoire and musical practices from multiple cultures, traditions, and perspectives. The semester will culminate with an evening performance at the end-of-semester concert.

Eighth Grade

• Art 8: Artistic Voice
  Art 8 offers an immersive exploration of creativity, guiding students in the discovery and development of their unique artistic voice. This course is structured around a diverse collection of unit projects, providing students with varied experience across multiple artistic mediums, including drawing, painting, printmaking, photography, digital art, and embroidery. In each unit, students will continue to build their technical skills, experiment with new projects and most importantly, they will learn how to communicate their own ideas visually. Throughout the class we will look at the work of important artists and learn about design strategies. Imagination, persistence, problem solving, and creative risk taking are all key parts of this class.

• Dance 8: Choreography
  This course concentrates on various forms of dance technique, dance composition and the creation of original dances. Students explore original ideas for choreography and then develop a plan for implementing their ideas into dance. In addition to choreography, this class provides students many performance opportunities allowing them to gain experience and confidence in their dance and performance skills.

• Film 8
  This eighth grade course offers students the opportunity to learn how to create films. Through a series of hands-on projects, we learn the basic components of film, including cinematography, editing, storyboarding, screenwriting, and directing. In addition, students will be exposed to classic movies and the artists who created them. The class will culminate in the creation of multiple short films, written, directed, edited and performed entirely by the students.

• Music 8: Glee a cappella Group
  This course gives 8th-grade students the opportunity to learn, polish and perform a cappella songs in multiple genres. In addition to learning tunes, we will work on vocal and musicianship concepts essential to a cappella singing, including balance, blend, and tuning. Students have the opportunity to perform in the Winter or Spring concert.

• Music 8: Rock Band
  This course gives 8th-grade students the chance to join a band! The band plays covers of current hits, as well as classic rock, pop, and R & B songs. Band members can play electric guitar; sing lead or harmony vocals; play bass, drums, or keyboards; or play any other instrument. Electric violin? Yes! Saxophone? Absolutely! Cello, ukulele, tuba? Yes, yes, yes! In addition to learning more about the artists and styles who have influenced the hit songs of today, students will gain the skills to learn, arrange, and rehearse popular songs, and have the opportunity to perform in the winter or spring concert.

• Theater 8: Acting
  Students in this class will build on the performance skills of 6th and 7th grade, delving deeper into acting skills and techniques. We will read a series of plays, analyze them in the context of historical and social significance, rehearse, and perform scenes. Students will be exposed to a variety of acting techniques, including Meisner, Viewpoints, and Stanislavsky through a series of units in Characterization, Objectives/Actions, and Motivation.

• Theatre 8: Production
  Theatre 8 covers every aspect of theatre, with units on playwriting, directing, set design, costume design, lighting, stage management, and publicity. Students will receive hands-on, practical training as well as guest lectures by professionals in the theatre world. The course culminates in the creation and performance of a one-act play directed, designed, and acted by the class.

• Exploration in the Arts
  Do you want to create art, music, and theater? In this experiential class, required of all 9th graders, students will explore two of these art forms for one quarter each. Through project-based work, Exploration in the Arts will assist students in exploring the creative process. Quarter-long electives include: Acting and Improvisation, 2D Visual Art, 3D Visual Art, and Songwriting/Music Production.

Dance

• Dance Workshop I
  Dance Workshop I is designed for the motivated student interested in exploring the world of dance in a contemporary, studio-based program. This course gives students the opportunity to work collaboratively and helps students build technical skills in modern, jazz, ballet, and more. Each semester will culminate in a performance for the Castilleja community (S1: VPA Holiday Showcase / S2: Dance Production). No previous dance experience is necessary; students may enroll in this course in either fall or spring semester.

• Dance Workshop II
  The emphasis of Dance Workshop II is on continuing to develop artistry and build technical skills. Each semester will culminate in a performance for the Castilleja community (S1: VPA Holiday Showcase / S2: Dance Production). Prerequisite: Dance Workshop I; students who enroll in Dance Workshop II during the first semester will focus on deepening and expanding their skills within the Dance Workshop I curriculum.

• Advanced Dance Workshop
  In this semester-long elective, students continue to deepen their understanding of multiple dance disciplines, styles, and forms. Dancers will also study dance from different eras, cultures, and genres, in order to gain a greater understanding of dance in the world today. Students will also perform choreographed pieces for various events for the Castilleja community. (S1: VPA Holiday Showcase / S2: Dance Production). Prerequisite: Dance Workshop I and II. This course may be repeated for credit.

Music

• Vocal Music Workshop I
  This semester-long elective is designed to give students a foundation in proper vocal technique and production as well as expanding upon skills learned in the required freshman Exploration in the Arts course. Students will rehearse, perform, analyze, and listen to choral music from different genres, time periods, and traditions. In addition, students will build important choral skills such as tuning, blend and balance. We will begin to build musicianship skills, including sight singing, solfege, and chords. One mandatory evening performance and dress rehearsal will take place; several performance opportunities both in and out of school will be offered. No previous music experience is necessary; students may enroll in this course in either fall or spring semester.

• Vocal Music Workshop II
  This semester-long elective builds upon concepts and skills covered in Vocal Music Workshop I. Students will learn more challenging theoretical concepts, and skills will expand to include leading music learning, arranging, composition, and improvisation. Opportunities for small ensemble performance will increase as students develop greater musical independence. Similar to the first semester, repertoire will continue to cover a variety of genres; one mandatory evening performance will take place. Prerequisite: Vocal Music Workshop I; students who enroll in Vocal Music Workshop II during the first semester will focus on deepening and expanding their skills within the Vocal Music Workshop I curriculum.

• Advanced Vocal Music Workshop
  This semester-long elective builds upon vocal fundamentals introduced in Vocal Music Workshop I & II. Repertoire will expand to include four-part harmony and a cappella music. In addition to the vocal performance assignments and activities, students will learn skills intended to provide vocalists with greater independent musicianship skills. Activities will be assigned according to each student’s individual skill level and prior experience. One mandatory evening performance and dress rehearsal will be required each semester, yet several performance opportunities both in and out of school will be offered. Students may enter the course in any semester (fall or spring) and the course may be repeated for credit. Prerequisite: successful completion of Vocal Music Workshop II. This course may be repeated for credit.

• Advanced Topics in Music: Theory & Musicianship
  This course is designed for students who are interested in exploring in greater depth some of the topics introduced in a first year University course in Music Theory as well as those topics that are traditionally part of a first-year college Harmony course. AT Music is designed for students with varied backgrounds in music performance. The aim of AT Music is to give students the opportunity to explore and enjoy the diversity of music by enabling them to creatively develop their knowledge, abilities and understanding through performance, analysis and composition. This course is open to all musicians, not just singers. As a large part of being a musician is vocal competence and practical ear-training, all students in AT Music will be a part of the Vocal Music Workshop class. Each class meeting, AT Music students will begin class with the Vocal Music Workshop students where they will do some sight-singing and ear training with the choir. For the remainder of each period they will be engaged in theory work, analysis, and composition exercises, working individually or in small groups on projects. On occasion, AT Music students will also be asked to lead/conduct music or present a new piece for the class. All students will have the options to sit for the AP Music Theory exam. Prerequisite: successful completion of Advanced Vocal Music Workshop

Theatre Arts

• Theatre I
  A course for students curious about acting and theatre (as well as those who have studied it before), Theatre I is designed to develop the ability to play dramatic action honestly and believably, using realistic, naturalistic, and expressionistic material as well as self-scripted autobiographical writing. Course work includes exercises and improvisations exploring awareness, relaxation, observation, the senses, and emotional life, while gaining greater physical and vocal agility as they study (and perform from) a variety of play texts. A diverse set of acting techniques and approaches to finding believability, spontaneity, and repeatability will be explored throughout the semester as the framework for building technique. The objective is for students to deepen their creativity, experience greater freedom of expression, and gain confidence in trusting their unique voice and perspective on stage and off. No previous theatre experience is necessary; students may enroll in this course in the fall semester only.

• Theatre II
  Theatre II is a continuation of the fundamental work covered in Theatre I in an advanced context. Over the course of the semester, students will encounter plays that present unique challenges for actors in terms of heightened language, physicality, characterization, style, content and text analysis. Students will engage in more intensive preparation of their craft and, through ongoing exercises and scene study, will continue to deepen their experience and understanding of the physical, vocal, emotional, and mental aspects of performance. Prerequisite: Theatre I; students who enroll in Theatre II during the first semester will focus on deepening and expanding their skills within the Theatre I curriculum.

• Advanced Theatre: Fundamentals of Directing
  Advanced Theatre course is an introductory course in directing for the stage. It is designed for students interested in pursuing Acting or Directing and focuses on the role and function of the Director in contemporary theatre. This process-oriented course focuses on scene study, staging, and blocking; such as composition, picturization, movement, gesture; and helping actors make strong actable choices on stage. Directors will learn to communicate effectively with actors, while bringing their unique point of view to the work as they learn how to develop a Director’s Vision. Actors will get the opportunity to perform in multiple scenes with different Directors, gaining an appreciation for the relationship between Director and Actor in the rehearsal process, as well as the different working styles of Directors. Prerequisite: successful completion of Theatre II. This course may be repeated for credit. Students may enroll in this course in the fall semester only.

• Advanced Theatre: Directing and Production
  Advanced Theatre is designed for students interested in pursuing Acting or Directing, as well as gaining more experience creating theatre. This process-oriented course explores the fundamentals of directing while investigating the social relevance and historical significance of more stylized and complex plays, such as Moliere’s Tartuffe and Sophie Treadwells’ Machinal. Directors will play with a variety of approaches to working with actors as they build their skills, learn to communicate with actors, and create compelling visual moments on stage through theatrical techniques. The last part of this course will cover the theatrical creative process as students will select a short One Act play to transform from the page and onto the stage. As a culmination of their work, all directing students will showcase their work in the Spring student-directed One Acts. Prerequisite: successful completion of Theatre II. Students may enroll in this course in the spring semester only.

• Advanced Topics in Theatre: Production
  This is an in-depth, project-based, academically rigorous course focusing on directing, acting, dramaturgy, producing, production design, and/or stage management geared for students who have demonstrated a level of excellence in theatre arts. Students will participate in class activities and units based on their area of interest, while continuing to build on and deepen the skills learned in Theatre I and II; and Advanced Theatre. Depending on the student’s strengths, they will lead warm-ups; research and present findings over a class unit or playwright/play; and/or guide acting exercises or improvisations. In addition to course assignments, the student will propose an independent capstone project where they work as leaders within an ensemble in their area of interest. The project is designed to nurture leadership and team building skills, while taking ownership over developing an artistic vision. These semester-long projects may include: assistant directing a main stage show; producing the spring, all-campus one-acts showcase and directing a one-act; student directing a full-length black box production, creating a solo performance, or performing a key role in costume/scenic/lighting design on a main stage show. The project will be documented in a comprehensive portfolio, giving insight around the process: from research phases, to development, to preparation, to production, to final reflections over strengths, challenges, and goals reached throughout. Additionally, through engaging in the theatrical process in a deeper, more hands-on approach, students will have the opportunity to become more aware of a profession in the world of performing arts. Prerequisite: successful completion of Advanced Theatre: Directing and Production. Students should plan to be in contact with the instructor before the start of the semester to discuss the capstone project.

Visual Art

• Ceramic Design I
  Ceramic Design I is an introduction to the making of ceramics and the understanding of the historical and cultural context of this medium. Through a series of shorter projects, students learn to design creatively and develop ideas around a variety of themes. Students use a “loose” design thinking process to explore different design solutions and build prototypes to help with three-dimensional understanding. A combination of different hand building and decorative techniques will be employed and we also explore different types of clay. No previous ceramics experience is necessary; students may enroll in this course in either fall or spring semester.

• Ceramic Design II
  Ceramic Design II builds upon the shorter projects studied in semester 1, allowing students to create larger, more complex pieces of ceramic art. As well as utilizing a “loose” design thinking process, students will also delve into the chemistry behind the process. All these projects will be introduced and supported by placing the methods in comparative and historical context. Prerequisite: Ceramic Design I; students who enroll in Ceramic Design II during the first semester will focus on deepening and expanding their skills within the Ceramic Design I curriculum.

• Photography I
  Photographs are tools for storytelling, social justice, persuasion, and aesthetic appreciation. Just because you have a phone doesn’t mean you understand what makes a great photo or how to take one! Through introductory camera work, post-edits using camera raw and photoshop, and hands-on studio projects, we will study the formal, expressive, and aesthetic properties of photographs while making them. We will examine photographic work from across the globe and analyze its relationship to scientific, technological, and political developments. We will make digital cyanotypes and explore early historical processes. In addition to composition, lighting, vantage point and color, students will use collaborative practices and critiques to grow as artists, activists, and to have fun! No previous photography experience is necessary; students may enroll in this course in the fall semester only.

• Photography II
  Photography II will build upon the knowledge and skills that were introduced in Photography I. Students will learn more advanced studio lighting and editing techniques. In this class we will continue to address formal problems in photography (lighting, composition, color, etc. ) and historical analysis, but projects now will enable students to pursue individual interests and concerns. At the end of term, students will either produce a book or digital gallery display based on their personal interests, research, concerns and camera work. Prerequisite: Photography I; students may enroll in this course in the spring semester only.

• Visual Arts I
  In Visual Arts I students learn to create using techniques that allow for the free flow of ideas and are structured around research. Through journal work (collage; print; duplication; transfer techniques; paint; ink) students respond to prompts such as “favorite song lyric” or “my sacred space”. Students keep sketchbooks and begin to develop their own voice in art. Some may work on fine art while others will choose to develop graphic or flat art for communications art and design. We will also learn some digital art techniques. Be prepared to discover life- long skills that can be used across the disciplines and the joys of artmaking. No previous visual art experience is necessary; students may enroll in this course in the fall semester only.

• Visual Arts II
  Visual Arts II builds upon the concepts and skills developed in the first semester to create technically and conceptually more complex works working through a range of mediums. Students apply their understanding of the elements and principles of art and design to create personal works that reflect their interests and aesthetics. Students learn to use layering techniques and we do a deep dive into collage techniques. Journaling and joy continues! Prerequisite: Visual Arts I; students may enroll in this course in the spring semester only.

• Advanced Visual Arts
  This one-semester course offers students the opportunity to experiment and to develop their unique interests in the visual arts through individually designed projects in consultation with the instructor. Students may work in Photography, Graphic or Communications Arts, Mixed Media, or Ceramics. Students need to be highly motivated, able to work independently, and able to engage in collaborative critique. This course is highly recommended for students who elect to produce an art supplement for college admission. Prerequisite: Ceramic Design II, Photography II, or Visual Arts II. The course may be repeated for credit.

• Advanced Topics in Art: Visual Arts
  AT Visual Arts is a year-long art course for highly motivated seniors and juniors. Art is a form of communication that utilizes “qualitative” problem solving skills. In this course, students will examine materials, processes, and ideas that have provided artists with the necessary means to translate their histories, experiences, identities, and ideas into art. Students will formulate questions, document experiences, and create preparatory studies that result in finished projects. Journals and sketchbooks will be utilized to research, explore, test and revise practices/ideas over time. Final portfolios will be exhibited either in the gallery or in other venues: e.g. pop up, video, website. Students may focus on Illustration, Mixed Media, or Ceramic Design. Digital programs such as Illustrator, Photoshop, iMovie, as well as 3D projects that utilize Mixed Media and Maker Space will be accessible. All students will have the option to sit for the AP 2-D Art & Design or AP Drawing exam. Prerequisites: Advanced Visual Arts.

• Chinese IA
  Chinese IA is an introduction to the Chinese language, Chinese culture, and language-learning study strategies. Whether students are starting from scratch with no previous exposure to Chinese, or have some background, this course provides a strong grounding in the fundamental structures of the language. Students work independently, in pairs, and in groups, as they learn how to introduce themselves, describe themselves, their family and their pets, talk about their daily routines and their classes at school, express their likes and dislikes, tell what activities they do, and more. Vocabulary, grammar, and culture are introduced through a wide variety of activities, games, videos and projects in order to develop their proficiency in interpersonal, interpretive, and presentational communication. Target language will be used for classroom interactions from the first day. Culture is integrated into the curriculum, and includes both modern life as well as traditional arts and crafts. Open to incoming sixth graders who have little or no previous experience in Mandarin.

• Chinese IB
  A continuation of Chinese IA, Chinese IB builds on the skills acquired during the previous year. Listening and speaking skills continue to be developed, with even more emphasis placed on the tones. Students continue to improve communication skills through a variety of communicative and interactive activities. Vocabulary is expanded and more complex sentence structures are acquired through thematic units centered on daily life. The functions that students will be able to perform after successfully completing this course include expressing their feelings and emotions, talking about their preferences on food and daily supplies, describing places, and giving suggestions. At the end of Level IB, students should also be able to write short, simple compositions and communications, such as short messages, postcards, and taking telephone messages. Students increase their understanding of Chinese culture through films, music, arts, cuisine and the interaction with native speakers. Upon successful completion of this course, students will continue on to Chinese II. Prerequisite: Chinese IA or based on placement test and interview

• French IA
  French IA is an introduction to the French language, Francophone culture, and language-learning study strategies. Whether students are starting from scratch with no previous exposure to French, or have some background, this course provides a strong grounding in the fundamental structures of the language. Students work independently, in pairs, and in groups, as they learn how to introduce themselves, describe themselves and their family, talk about their classes at school, express their likes and dislikes, tell what activities and sports they do, and more. Vocabulary, grammar, and culture are introduced through a wide variety of activities, games, videos, projects in order to develop their proficiency in interpersonal, interpretive, and presentational communication. Target language will gradually be used for most classroom interactions between teacher and students. Oral proficiency is emphasized during the first semester. Open to incoming sixth graders who have little or no previous experience in French.

• French IB
  A continuation of French IA, French IB builds on the skills acquired during the previous year. Students continue to develop their proficiency in interpersonal, interpretive, and presentational communication through a variety of lively oral activities and games, as well as authentic texts and primary sources. Students learn how to communicate about many aspects of daily life, and how to relate past events. Grammar study is integral to the development of accurate communication in both speaking and writing. Students are expected to communicate in the target language in class. Throughout the two years, students become familiar with the cultural diversity of the Francophone world. Upon completion of this course, students will be recommended for either French I (when offered) or French II, depending on their level of proficiency and maturity. Prerequisite: French IA or enrollment based on placement test and interview

• Spanish IA
  Spanish IA is an introduction to the Spanish language, Hispanic culture, and language-learning study strategies. Whether students are starting from scratch with no previous exposure to Spanish, or have some background, this course provides a strong grounding in the fundamental structures of the language. Students work independently, in pairs, and in groups, as they learn how to introduce themselves, describe themselves, talk about their classes at school, express their likes and dislikes, tell what activities and sports they do, and more. Vocabulary, grammar, and culture are introduced through a wide variety of activities, games, videos, projects, and authentic material in order to develop their proficiency in interpersonal, interpretive, and presentational communication. Students will gain an in-depth knowledge of the history and culture of Spain. Students will also study the cultural diversity of the Spanish-speaking world by preparing food, learning about Hispanic holidays, listening to music, and doing projects. Open to incoming sixth graders who have little or no previous experience in Spanish

• Spanish IB
  A continuation of Spanish IA, this course places further emphasis on developing their proficiency in interpersonal, interpretive, and presentational communication. Students also continue to expand their vocabulary and learn more complex grammar and sentence structures. Various projects challenge students to demonstrate what they have learned through group work and class activities. They continue developing their proficiency in interpersonal, interpretive, and presentational communication. Students increase their understanding of Hispanic culture through video, cuisine, and music. They also expand on their knowledge of the Spanish-speaking world through the study of the geography and history of Central and South America. Upon successful completion of this course, students will continue on to Spanish II. Prerequisite: Spanish IA or enrollment based on placement test and interview

Middle and Upper School Courses
Not all courses are offered every year

• Chinese II
  In Level II, students continue to develop their proficiency in interpersonal, interpretive and presentational communication through a variety of communicative and interactive activities. They also expand their vocabulary and their mastery of complex sentence patterns. Students learn how to talk about weather, traffic, infrastructures of a city as well as fulfill the global tasks to satisfy personal needs to survive in China and/or Taiwan. In addition to oral proficiency, students develop their writing proficiency. At the end of Level II, students should be able to write short stories. Students also become increasingly familiar with Chinese geography and cultures. Prerequisite: Chinese I or based on placement test and interview

• French II
  Students continue to develop their proficiency in interpersonal, interpretive, and presentational communication, expanding both their vocabulary repertoire and their mastery of grammatical concepts, with special attention given to several new verb tenses. At the same time, they continue to develop intercultural competence through comparisons of the Francophone cultures studied and their own through a variety of authentic and primary sources. In the fall, students also create their own children’s book using Book Creator. In the spring, students complete other creative projects such as an ecotourism travel website. Students communicate in the target language in class. At the end of level II, students will be able to speak and write about friends and family, home, school, daily life, interests, travel, personal opinions and preferences in present, past, future and conditional tenses. Prerequisite: French I or based on placement test and interview

• Spanish I
  This course covers in one year the material presented in the Middle School sequence of Spanish IA and IB. Students begin to develop their listening, speaking, reading, and writing skills in Spanish. Vocabulary and grammar are introduced through oral/aural activities, written exercises, and games. Students will also have opportunities to explore aspects of Hispanic culture through independent projects. After successful completion of this course, students continue on to Spanish II. Open to students with little or no previous experience in Spanish. Middle School students who have completed Spanish IA and IB but who need further review may be recommended for Spanish I.

• Spanish II
  In Level II, students study all of the basic grammatical structures and verb tenses. They continue to expand their vocabulary as well as their listening and speaking skills through readings, role plays, games, and the use of online learning tools. Conversation and listening exercises offer opportunities for students to gain fluency as they work towards developing accurate pronunciation. With the use of laptop computers and other technologies, students improve their writing through a variety of group and individual exercises. Students become increasingly familiar with the culture of Spanish speaking countries through the use of authentic materials (websites, podcasts, movies). Class lessons are conducted primarily in the target language. Prerequisite: Spanish I or based on placement test and interview

Courses not offered in 2025-2026

• Chinese I (not offered in 25-26)
  Chinese I covers in one year the material presented in the two-year Middle School sequence of IA and IB. This course will introduce students to Mandarin Chinese, the official language of China and Taiwan. Students will develop basic listening, speaking, reading, and writing abilities, and understand the customs and life of modern China. In speaking, students will develop accurate pronunciation through the Pinyin system and will develop good communication skills in dialogues and be able to describe daily activities using a broad basic vocabulary. Culture is integrated into the curriculum, and includes both modern life as well as traditional arts and crafts. Students will learn the structure and pattern of Chinese characters and be able to write short sentences. In addition, students will use the Pinyin system to compose dialogues and pen pal letters on a computer. Open to students with little or no previous experience in Chinese. Middle School students who have completed Chinese IA and IB but who need further review may be recommended for Chinese I.

• French I (not offered in 25-26)
  As with French IA and IB, French I introduces the French language, Francophone culture, and language-learning study strategies. It allows students to develop proficiency achieved at the end of the two-year Middle School sequence of IA and IB in one year. Whether students are starting from scratch with no previous exposure to French or have some background, this course provides a firm grounding in the fundamental structures of the language. Through a wide variety of activities, games, and multimedia, students develop their proficiency in interpersonal, interpretive, and presentational communication. They learn to communicate about themselves, their family, their environment, and many other aspects of daily life. Students are expected to use the target language in their daily classroom interactions. They also become familiar with the cultural diversity of Francophone countries and France’s relationship with them. After successful completion, students continue to French II. Open to students with little or no previous experience in French. Middle School students who have completed French IA and IB but need further review may be recommended for French I.

• Chinese III
  A continuation of Chinese II, Chinese III builds learners’ listening, speaking, reading, and writing abilities. Students will explore topics that include illness and injury, personality and friendship, family history and tradition, sports and health, and Travel to China and Taiwan. In addition to consolidating knowledge and skills acquired from the previous three years, students will learn more sophisticated vocabulary and grammatical structures to enhance their abilities to use language skills in real-life situations, for example, interviewing grandparents to understand their family history and tradition. Students also design and create a presents for their friends in the Bourn Lab. Successful completion of this course fulfills the language requirement for graduation. Students generally continue to take Chinese IV Honors and are encouraged to do so with the teacher’s approval. Prerequisite: Chinese II or based on placement test and interview

• Chinese IV Honors
  A continuation of Chinese III, Chinese IV Honors continues to support students to improve their listening, speaking, and writing skills in formal and informal real-life settings. Developing effective reading skills is also essential this year. Using reading strategies to read in a timely manner and listening at a natural speed is crucial in class and self-directed learning. To practice reading in the real world, students will use reading strategies to research collaboratively online in Chinese. Cultural investigation in SF Chinatown is another highlight. Some other experiential learning projects include guiding a school tour and making a Chinese dish at home to share with the class. The topics in this course include cultural heritage and localization, the art of Chinese cuisine, Internet and technology, high school education and life. To prepare students for advanced topics in Chinese, students will learn the differences in levels of formality between spoken and written language as well as focusing on quality over quantity. Prerequisites: B or higher in Chinese III or based on placement test and interview

• Advanced Topics in Chinese: Language & Culture
  A college-level course, AT Chinese enables students to further refine and expand linguistic skills through the exploration of topics that reflect multiple aspects of Chinese society. Through a wide array of authentic sources in various linguistic registers and expressive styles, students will explore both contemporary and historical Chinese culture, while greatly expanding their mastery of vocabulary, idiomatic expressions, grammatical structures, and written characters. Students are expected to read and write on a weekly basis, and oral skills are emphasized through class discussion, providing opportunities for students to articulate and debate their understanding of thematic units that include Families and Communities, Beauty and Aesthetics, Contemporary Life and Global challenges. Students enrolled in this course have the option to sit for the AP® Chinese Language and Culture exam in May, but most students should consider waiting to complete AT Chinese Seminar before taking the AP Chinese Language and Culture exam. Prerequisites: B or higher in Chinese IV Honors or based on placement test and interview. This course is not open to ninth graders.

• Advanced Topics in Chinese: Chinese Seminar
  Advanced Chinese Seminar allows students who have completed AT Chinese Language and Culture to continue working at the college level. In the first semester, students will explore a historical timeline, which includes Women in the World: the Three Soong Sisters, followed by the history of revolutions, the Civil War, and China-Taiwan relations, the Great Leap Forward, the Cultural Revolution to China’s Belt and Road Initiative. Rooted in the belief that we will gain deeper insights when crossing academic boundaries and examining topics that affect the world, students will collaborate with the International Relations course in 3 rotations in the first semester. In the second semester, students will refine their language control skills and read Chinese literature before engaging in guided collaborative and independent research. In the last eight weeks of the course, each student will select a topic of her interest to pursue independent research. The culmination of their learning is to share their research findings in a self-selected format: research paper, video, podcast, or slide presentation. Students enrolled in this course have the option to sit for the AP® Chinese Language and Culture exam in May. Prerequisites: B or higher in AT Chinese: Language & Culture or based on placement test and interview. This course is not open to ninth and tenth graders.

• French III
  At this level, students are increasingly able to make connections with other disciplines, and develop further insight into the nature of language and culture. Students expand their vocabulary repertoire and consolidate the fundamentals of French grammar before being introduced to more complex tenses and structures. Films and authentic readings taken from a variety of Francophone publications give students a chance to deal with materials aimed at the French-speaking general public. In the Spring they read excerpts from Le Petit Prince. Students are given the opportunity to develop their communication skills through various activities using Extempore, with interactive tools, and during class discussion and presentations. Successful completion of this course fulfills the language requirement for graduation, although students generally continue on to French IV and are encouraged to do so with instructor approval. Prerequisite: French II or based on placement test and interview

• French IV Honors
  French IV is an advanced-level course that is an excellent prelude to the AT in French: Language & Culture. Students hone their proficiency skills in all areas. Work in advanced grammar and vocabulary allows for more sophisticated written and oral communication; writing and collaborative projects receive special emphasis at this level. Students learn how to read and analyze authentic articles and texts from literature, history, and current events. They continue to connect with other disciplines and acquire new knowledge. Students broaden their vision of the French-speaking world and become more familiar with issues of immigration, society and identity to expand their global lens and become equipped to consider multiple and diverse cultural perspectives. Upon completion of this course, students with a grade of B or higher are eligible to enroll in AT in French: Language and Culture. Prerequisites: B or higher in French III or based on placement test and intervieww

• Advanced Topics in French: Language & Culture
  In this college-level course, students have the opportunity to develop both writing and speaking so that they can express themselves with greater fluency, accuracy, and sophistication. By this level, students are routinely making connections to other disciplines, as well as linguistic and cultural comparisons with their own language and culture. Local francophone guest speakers help facilitate these comparisons and provide additional opportunities to develop aural skills. Authentic readings, films, and songs serve as a springboard for discussion of the following themes aligned with Castilleja Interdisciplinary Content Areas: Global Systems; Social Justice; Truth and Beauty. Extensive training in the organization and writing of essays is emphasized. Listening and speaking skills receive special attention; daily group discussions and monthly debates as well as regular oral practice enable students to strengthen their proficiency in different communicational contexts. Students enrolled in this course have the option to sit for the AP® French Language and Culture exam in May. Prerequisites: B or higher in French IV Honors or based on placement test and interview. This course is not open to ninth graders

• Advanced Topics in French: French Seminar
  The AT French Seminar is designed for those students who have completed The AT Language and Culture. Conducted entirely in French, this course aims to raise awareness of French literary masterpieces and asks students to apply these themes to current events through print, video and online media such as TV5 Monde. Students also deepen their understanding of contemporary French and francophone societies through their history and culture. They study the issues of dictatorship, human rights and justice throughout the 20th century and today. Students are introduced to the absurd and to existentialism through the reading of the works of Ionesco and Sartre. Students are also introduced to cultural anthropology, the history of West Africa, and to the role and voice of women in Francophone literature through the reading of the Senegalese writer Mariama Bâ. Other topics for exploration include aspects of French art and cinema. Films, guest speakers, as well as cultural readings and presentations will enhance the study of a diverse group of countries and cultures. Through a focus on French and Francophone culture, students will continue to increase their awareness of the limits of their own global lens and become equipped to consider multiple and diverse cultural perspectives. Prerequisites: B or higher in AT French Language & Culture or based on placement test and interview. This course is not open to ninth graders.

• Spanish III
  Level III consolidates mastery of topics covered in previous years of study and introduces the remaining core grammatical topics in the Spanish language, placing particular emphasis on oral and written communication skills. Throughout the year, students aim to solidify their accuracy and control when speaking, refine their reading comprehension, increase their vocabulary, and explore various cultural topics throughout the Spanish-speaking world. Films and authentic readings taken from a variety of authentic resources give students a chance to deal with materials aimed at the Spanish-speaking general public. Students can develop their communication skills through various activities using Extempore, with interactive tools, and during class discussions and presentations. Successful completion of this course fulfills the language requirement for graduation. Upon recommendation of the instructor, students are encouraged to continue to Spanish IV. Prerequisite: Spanish II or based on placement test and interview

• Spanish IV Honors
  Spanish IV is an advanced-level course that allows Upper School students to improve their fluency and competency in reading, writing, listening and speaking. Students work on advanced grammar and vocabulary expansion while they continue to learn how to use authentic materials from literature and current events. Students regularly engage in making cultural comparisons regarding themes such as the workplace, social issues, educational systems, the arts, and the media, stimulating discussion of historical themes and exploring issues of social justice. Upon completion of this course, students with a grade of B or higher are permitted to enroll in Advanced Topics in Spanish. Prerequisites: B or higher in Spanish III or based on placement test and interview

• Advanced Topics in Spanish: Language & Culture
  In this college-level course, students can develop writing and speaking abilities to express themselves with greater fluency, accuracy, and sophistication. Students routinely make connections across historical, cultural, linguistic, and socio-economic similarities and differences at this level. Short stories, poetry, contemporary news articles, films, and songs serve as a springboard for discussions of the following thematic units: Personal and Public Identities; Contemporary Life, Beauty, and Aesthetics; Families and Communities; Science and Technology; and Global Challenges. All students can sit for the AP Spanish: Language & Culture exam in May. Prerequisites: B or higher in Spanish IV Honors or based on placement test and interview. This course is not open to ninth graders.

• Advanced Topics in Spanish: Spanish Seminar
  This course introduces students to the formal study of a representative body of texts from Spanish-speaking people worldwide. The overarching aims of the course are to provide students with ongoing and varied opportunities to further their proficiencies across the full range of language skills – with special attention to critical reading and analytical writing – and to encourage them to reflect on the many voices and cultures included in the diverse body of literature of the Spanish language. The course aims to help students progress beyond reading comprehension to read with critical, historical, and literary sensitivity. Emphasis is placed on approaching the study of literature through global, historical, and contemporary cultural contexts. Prerequisites: B or higher in AT Spanish Language & Culture or based on placement test and interview. This course is not open to ninth graders.