Upper School Curriculum by Grade

Please find the course curriculum descriptions for Upper School, organized by grade, below. ** denotes a required course. You can also view by subject. Looking for a downloadable version? Click here for 2023-2024, and click here for 2024-2025.

Grade 9

List of 55 items.

  • Coming of Age in the World**

    The Ninth Grade year marks not only a transition to high school, but also a pivotal period in the journey toward greater maturity and perspective. Recognizing that students have a growing awareness of themselves and their place within multiple communities—family, school, and the world—this course seeks to foster and deepen that awareness through its emphasis on personal expression and global texts.

    In their writing, students develop creative and critical thinking skills through multiple forms: literary analysis, narration, and persuasive writing. Grammar and vocabulary instruction come from a variety of contextual sources, including the personalized online platform Membean. Class discussions are at the heart of the exploration of each text read. Students also hone their public speaking and presentation skills.

    Course texts cover a range of themes, literary forms, and global concerns. Texts include Balzac and the Little Chinese Seamstress by Dai Sijie; The Curious Incident of the Dog in the Night-Time by Mark Haddon; In the Time of the Butterflies by Julia Alvarez; and Purple Hibiscus, by Chimamanda Ngozi Adichie. To help ease students' transition into the Upper School, the first trimester of the course is pass/fail for Ninth Graders.

  • Math 1**

    Math 1 builds on algebraic reasoning, number sense, and spatial awareness developed in earlier math courses. Students use investigations, observations, and logic to study visual patterns and numerical relationships in figures and shapes. The course begins with fundamental geometric and algebraic definitions, and then students leverage that knowledge to study both two- and three-dimensional figures. Students take measurements of perimeter, area, volume, and surface area, and derive formulas through their acquired knowledge. Transformations allow students to explore the concepts of similarity and congruence, where proof is introduced. Students gain fluency with informal, indirect, and formal methods of constructing arguments.

  • Advanced Algebra**

    In Advanced Algebra, students build a more complete understanding of linear and quadratic algebra. Students develop their TI-Nspire calculator skills to help model and understand algebraic relationships. Topics include linear and quadratic relationships, functions and their transformations, and right triangle trigonometry and trigonometric functions.

  • Biology**

    In this lab-based and investigative course, students get an overview of pertinent aspects of biology, including ecology, evolution, biochemistry, genetics, and molecular biology. Students explore the interactions between living things and the environment, the flow of energy and cycling of matter in ecosystems, patterns of inheritance.  Students are continually challenged to "think like a scientist" and spend the year practicing making and testing hypotheses, as well as making logical inferences based on data. To help ease students' transition to the Upper School, the first trimester of this course is pass/fail for Ninth Graders.

  • Global Perspectives**

    Global Perspectives is a world history course that purposefully draws connections between the past and the present. The study of the past provides students with the necessary context for understanding the wider world and their place in it. Students engage with a variety of primary and secondary sources aimed to reveal the unity and interdependence of society, help develop a sense of self and appreciation for cultural diversity, attain an understanding of social justice and human rights, and cultivate ways to promote peace and actions for a sustainable future in different times and places. To help ease students’ transition into the Upper School, the first trimester of the course is pass/fail for Ninth Graders.

  • Chinese I

    In this engaging, proficiency-oriented language-learning course, students master the basics of reading, writing, speaking, and understanding Mandarin Chinese while also discovering Chinese culture. Students are introduced to the pinyin system of Romanization (standard in mainland China) and use the Simplified character set (also standard in mainland China) when reading and writing. While Chinese is a demanding language to learn, key strategies and techniques are covered to help students become more effective language learners. In addition to activities from the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience. By the end of the year, students can express basic information about their daily life, family, and preferences, both orally and in written Chinese characters, as well as perform common life tasks in a thoughtful and culturally appropriate way.

  • Advanced Chinese Seminar - Honors

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students who complete this yearlong course continue to work in all areas of language acquisition (speaking, reading, listening, and writing) and will broaden their knowledge of Chinese and Chinese-speaking cultures through authentic sources. During this course, students are asked to speak and write authoritatively and insightfully in Chinese about the topics of each year's themes. The thematic focus may include: ancient and modern literature, current events, and a more in-depth study of Chinese politics, art, and history. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Advanced Chinese Topics - Honors

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students who complete this yearlong course continue to work in all areas of language acquisition (speaking, reading, listening, and writing) and will broaden their knowledge of Chinese and Chinese-speaking cultures through authentic sources. During this course, students are asked to speak and write authoritatively and insightfully in Chinese about the topics of each year's themes. The thematic focus may include: ancient and modern literature, current events, and more in-depth study of Chinese politics, art, and history. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Chinese Cultural Studies ASR

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need 3 or more years of upper level courses.

    This advanced language course offers students the unique opportunity to explore ethnic groups in China, economic dynamics, and diverse cultural traditions. With 56 distinct ethnic groups in China, each possessing unique traditions, cultures, and even languages, students can focus on those that intrigue them the most. In the second trimester, students look into China's economics, exploring potential connections with ethnic groups and examining diversity within economic contexts. The third trimester is equally engaging, as students unravel the nuances of Chinese cuisines, exploring differences among ethnic groups and regions and uncovering the reasons behind these culinary variations.

  • French I

    The French curriculum allows students to acquire basic practical vocabulary and fundamental grammatical structures while building cultural awareness. Goals include, but are not limited to, learning to ask and answer simple questions, describe people, express likes and dislikes, and narrate a short sequence of events. The culture and geography of French-speaking countries are also stressed. Students learn to comprehend spoken French through frequent exposure to authentic material via audio and video exercises, where emphasis is given to understanding the meaning of unfamiliar words through context. By the end of the course, they can communicate basic information. Students can expect in-class oral paired activities and nightly assignments.

  • French II

    French II continues the study of language by providing numerous practices to increase linguistic skills and vocabulary acquisition. The course also emphasizes structures needed for effective communication in most common situations. Classes include a variety of activities designed to increase fluency in speaking, understanding, reading, and writing. Students perform skits, create dialogs, and conduct interviews of their peers. Finally, students write paragraphs and respond in writing to oral, visual, or written cues, using appropriate grammar and syntax. Work is done both individually and in pairs, providing students with opportunities to use the language in a variety of ways. Assessment of student progress includes, but is not limited to, written tests and quizzes, oral interviews, compositions, and daily participation.

  • French III

    The primary linguistic goal of Level III French is to allow students to express themselves in increasingly more precise, detailed language. Special emphasis is also given to reading comprehension and written self-expression. Through projects, oral presentations, and written reports, students explore the cultural background of the French-speaking world, as well as contemporary daily life in France. Strong focus is given to practical language use, building reading skills, expanding vocabulary, and establishing a firm grammatical foundation in French. Assessment of student progress includes, but is not limited to, written tests and quizzes, oral interviews, compositions, and daily participation.

  • Spanish I

    The Spanish I curriculum allows students to acquire basic practical vocabulary and fundamental grammatical structures while building cultural awareness. Goals include, but are not limited to, learning to ask and answer simple questions, describe people, express likes and dislikes, and narrate a short sequence of events. The culture and geography of Spanish-speaking countries are also stressed. Students learn to comprehend spoken Spanish through frequent exposure to the “real-life language” of native speakers via video programs and other resources, where emphasis is given to understanding the meaning of unfamiliar words through context. By the end of the class, they are able to communicate basic information. Students can expect in-class oral paired activities, group communicative exercises, and nightly assignments.

  • Spanish II

    The primary goal of Level II Spanish is to ensure that students acquire more vocabulary and grammatical constructs for practical communication in everyday situations. Emphasis is placed on strengthening the acquisition skills of reading, writing, speaking, and listening. Students still mostly use isolated words, lists, memorized phrases, and some personalized recombination of words and phrases; however, they begin to use these with more ease and attention to detail. They become increasingly comfortable speaking and writing in the present tense and begin using the imperfect and preterit tenses to narrate events in the past. Cultural topics are interwoven throughout the year, so that students come to appreciate the dynamic relationship between language acquisition and cultural competence. Written and oral assessments, short compositions, and an emphasis on daily classroom participation and preparedness play a key role in building skills. Additional resource materials such as short novellas, films, and online sources supplement the textbook.

  • Spanish for Heritage Speakers I & II - Honors (second year)

    This course is designed to offer students whose home language is Spanish an opportunity to study Spanish formally in an academic setting, in the same way native English-speaking students study English language arts. Many native/heritage students are partially bilingual and vary in their language skills, and this course is designed to expand their command of the Spanish language with further development of their reading, listening, writing, and speaking skills; vocabulary building; preparation in basic principles of composition and grammar, spelling, sentence structure, punctuation, accents, and paragraph organization; and study of Latin American and Spanish literature and culture, with selections from novels, myths, short stories, plays, and poetry. Class is conducted entirely in Spanish. Students study current events and analyze the political and socio-economic issues facing the Spanish-speaking world. Students are expected to participate orally through class discussion, debates, and presentations. Writing assignments for this course focus on developing creative, analytical, and persuasive writing skills. The differences between formal and informal language, both oral and written, are stressed throughout the year, in addition to deepening reading comprehension and critical thinking skills in Spanish.

    This course may be taken for two years and is a prerequisite for heritage speakers to take Advanced Seminar, AP Spanish Language, and AP Spanish Literature.

    At the end of Heritage I, students take a proficiency assessment to determine the next step in their progress and may take Spanish III, IV, or Heritage II, depending on their needs.

  • Spanish III

    Reinforcing the basic language skills learned in the first two years, Spanish III students participate in progressively more challenging conversations and are presented with more complex reading and writing material. Students produce longer and more detailed pieces of writing, both in and outside of class. They also continue to practice the receptive skills of listening and reading through use of technology, in-class discussions, frequent reading assignments, and videos.

    The main textbook is supplemented by readings from other sources, such as a book of Mexican legends for the summer reading, a short novel in Spanish, and other authentic materials. In addition, we view two educational feature-length films in Spanish to further students’ access to authentic spoken language and to build confidence in discussion. In Spanish III, discussion and writing builds students’ repertoire of vocabulary, while improving their syntax and the accuracy of their grammatical structures. Although students complete a thorough review of verb tenses and other grammatical topics at this level, it is also a year of learning many new verb tenses.

  • Global Design & Social Innovation

    This course focuses on the exploration of the question—What would happen if a generation of human ingenuity was unleashed with the goal of improving the human condition for all people? Over the past decade, many industries have begun to emphasize design and creativity as a path toward overcoming “crises, from climate change to fragile states and youth unrest.”  This course examines the complexity of contemporary problems in the world along with the opportunities to solve them using global perspectives. Using design thinking and innovation, students work with businesses or non-profit organizations to develop unique solutions for them. In preparation for this project, students explore design through challenges that range from propaganda and traffic to technology and social issues.

  • Inquiry, Imagination, Identity: Past & Present

    Human history can be understood as a story of the interplay between questions, dreams, and ego. The transformative power of this interplay has led to the complexities of identity that people enjoy today, both good and bad. This course explores the intersections of inquiry, imagination, and identity in different societies at different times in history as a vehicle to understanding human experience. Overall, the course also serves as a journey of self-discovery in which students develop the skills to engage in the diverse stories that shape their world, then produce and share projects that solve some of the world’s most pressing issues.

  • Mindsets of Design & Innovation in a Postnormal World

    In an era marked by rapid change, complexity, uncertainty, and ambiguity—referred to as "postnormal" by scholars—this course aims to equip students with essential skills and methodologies crucial for navigating, innovating, and excelling in such versatile environments. In this course, students are invited to embrace the challenges and opportunities of an ever-evolving and unpredictable future and learn the design tools and mindsets that will help them navigate it. Students use what they learn to work on design challenges related to the disruptive technologies and global shifts that are pushing us into uncharted territories as a world, helping students cultivate resilience in uncertainty and apply their creativity to think through complex problems as forward-thinking citizens.

  • Introduction to Engineering Design

    Department of Engineering Design:
    In this hands-on, project-based course, students learn and practice using the human-centered design process to design and make things—to see a need, take a design idea, devise a plan, and fabricate a functional, finished product. Along the way, students receive a comprehensive orientation to the Anderson Innovation Lab and essential training in the safe and appropriate use of all of the lab’s fundamental tools and other specialty tools as needed. Roughly half of the course is focused on manual skills and the designing and fabricating of projects by hand. Students apply and build upon these skills within the digital realm, using 3D CAD software, 3D printers, and the laser cutter/engraver to design and precisely fabricate their original, functional designs.

    Two trimesters of Engineering Design can be taken to fulfill the Computer Science requirement for students in the Classes of 2025 and 2026 only. Trimester Engineering Design courses taken for Computer Science credit do not earn Art credit. Two-trimester courses can be taken for Computer Science credit in one trimester and Art in another, but not both in the same trimester. Courses taken after the Computer Science requirement is complete can only be taken for Art credit. Students in the Class of 2027 or later can take Engineering Design courses for Art credit only. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • Introduction to Engineering Design: Focus on Women

    In this hands-on, project-based course, students learn and practice using the engineering design process to design and make things—to see a need, take a design idea, devise a plan, and fabricate a functional, finished product. This section focuses on women in different fields of engineering and offers opportunities for students to connect with female-identifying professionals, Society of Women Engineers (SWE) members, college students, professors, and others to help prepare students who are interested in pursuing engineering further. Along the way, students receive a comprehensive orientation to the CA Innovation Lab and essential training in the safe and appropriate use of all the lab’s fundamental tools and other specialty tools as needed. Roughly half of the course is focused on manual skills and the designing and fabricating of projects by hand. Students also apply and build upon these skills within the digital realm, using 3D CAD software, 3D printers, and a laser cutter/engraver to design and precisely fabricate students’ original, functional designs.

  • Introduction to Biomedical Engineering

    Introduction to Biomedical Engineering is for students interested in applying engineering principles and skills learned from Introduction to Engineering Design to the medical field. This hands-on, project-based course introduces students to the field of biomedical engineering with an emphasis on the design and testing of medical devices for various applications such as cardiovascular, orthopedic, and surgery. Students also learn about biomedical engineering careers and specializations such as cellular & tissue engineering, biomechanics, and imaging.

  • Engineering & Fabrication I

    Department of Engineering Design:
    Engineering & Fabrication is for students who wish to take their engineering design and fabrication skills to the next level. Students learn advanced 3D CAD modeling techniques such as Assembly, Sheet metal, and Generative Designs. Students expand upon their skill base to include advanced tools and processes such as the CNC router, learn and practice applying principles of engineering mechanics and physics in the design and evaluation processes, and embark on an engineering design project based on an individual topic of interest. At the end of the course, students leave with their finished projects and a broad set of design and fabrication skills. 

  • Introduction to Computer Science

    This engaging introductory course introduces students to the exciting discipline of Computer Science. In this course, students develop an awareness of important computer science principles, such as programming, software-hardware interaction, and conceptual and formal design models. Programming topics covered include basic control structures (sequence, loops, branching), variables, abstraction, and simple array processing. Students develop strong computational thinking skills that they can apply in many other disciplines, such as robotics, mathematics, science, music, and art. Each student completes a well-planned and -designed larger programming project.

  • Photography I

    Department of Visual Arts:
    In this course, students investigate the nature of photography as an important field of artistic practice, conceptual knowledge, and technological procedures. Essential skills and techniques focus on the DSLR camera, studio lighting, and post-production using Adobe Photoshop. This material practice is supported with historical and critical studies of the work of practicing photographers and visual artists. Students deepen their understanding of the history of photography and how photographers effectively construct images.

  • Videography I

    Department of Visual Arts:
    Videography I introduces students to camera operation, video editing, film analysis, and collaboration. Students establish the foundations of visual sequential storytelling through the use of storyboarding, shot sizes, as well as editing to establish and manipulate time. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. Students build their constructive feedback skills through group discussions about artists and their work.

  • Videography II

    Department of Visual Arts:
     Videography II is an expansion of Videography I. Students build on a solid foundation in camera operation, Premiere Pro, film analysis, and co-production. Students expand on their sequential storytelling skills, digging deeper into sound, foley work, camera movement, and experimenting with creative cut sequencing. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. Students are expected to participate in group artist discussions as well as continue to build on constructive feedback skills. 

  • Ceramics I

    Department of Visual Arts:
    This course gives students the opportunity to explore a variety of hand-building methods, including coil, slab, modeling, and molding. Every student also gains experience using the potter’s wheel to create ceramic objects. Students learn how to apply several surface treatments and glazes to their projects, as well as a basic understanding of the kiln-firing process. As students gain skills, they are encouraged to initiate their own ideas, use creative problem-solving to create unique works, and explore traditional and contemporary ceramic practices.

  • Ceramics II

    Department of Visual Arts:
    This course allows students to build upon the basic skills they learned in Ceramics I in both hand building and wheel throwing. Students go deeper into the nuances of ceramic art by exploring myriad things that artists do with clay. Students also learn studio habits that facilitate artistic growth, as they explore their own emerging artistic voice.

  • Studio Art I

    Department of Visual Arts:
    Studio Art I introduces the foundations of visual arts, as students begin exploring their artistic voice. In an open studio, students develop independent art projects in a variety of media, including drawing, painting, printmaking, and sculpture. Students draw inspiration from contemporary and historical artists to envision their own individual creative direction. Emphasis is placed on creativity and execution of the Studio Habits of Mind, including expression, persistence, and reflection on their own work and the work of others.

  • Digital Art

    Department of Visual Arts:
    This course explores imagery, text, and color in digital media using Adobe Creative Suite programs on the iPad, including Fresco and Illustrator. Students use all aspects of the artistic process, while learning about digital drawing, vector graphics, pixel graphics, and image manipulation. Inspired by contemporary artists and digital media’s function in society, students develop their own independent projects, including illustration, graphic design, and digital fabrication.

  • Algorithmic Art

    Department of Visual Arts:
    Students enter the world of visual expression, computational creativity, and design thinking to create something out of nothing and bring their ideas to life. They explore the intersection of coding and visual art, using P5 code to create two-dimensional imagery and three-dimensional sculpture. They delve into functionality and form through abstraction and data visualization, embrace happy mistakes, and take risks. Students speak with and learn from professionals in the field. After completing this course, students can continue to pursue their passions in the arts or computer science. This course is co-taught by Computer Science and Visual Arts Department faculty and earns Art credit.

  • Introduction to Architectural Drawing

    Department of Visual Arts:
    In this introductory course, students explore the basic skills that are important in standard building design. The students practice axonometric drawing, perspective drawing, observational drawing, and drafting skills. They discover how all of these skills can assist in learning how to use computer-aided drafting software in designing unique spaces that have a personal aesthetic.

  • A Cappella Choir

    A Cappella Choir is an auditioned, mixed (SATB) choir that sings a wide range of challenging repertoire, primarily a cappella. Student ensembles receive valuable training in musical literacy and theory; understanding, performing, and appreciating various genres and cultures of vocal music; and developing vocal production and technique. Performing for an audience is the primary focus, as performances provide an experience that cannot be reproduced in the classroom and are used to evaluate the skills learned in class. Attendance at all performances is required in order to receive credit for this course.

  • Jazz Ensemble

    Department of Music and Dance:
    Jazz Ensemble is a performance group. Students learn creativity and discipline through the study of a range of jazz styles. An emphasis is placed on understanding music theory as it relates to chord structures and progressions, as well as improvisation. Students are required to attend all performances.

  • Chamber Orchestra

    Department of Music & Dance:
    This class focuses on the educational components of playing in an orchestra, including music history, music theory, instrumental technique, and ensemble skills. Students encounter a range of classical music; explore different, pertinent musical eras; and apply different performance techniques to challenging and fun pieces. Students are required to attend all performances. Accepted instrumentation: Strings, Woodwinds, Brass, Percussion, Harp, Piano (limited number).

  • Rock Ensemble

    Department of Music and Dance:
    Rock Ensemble is a performance group. Students learn creativity and discipline through the study of a range of rock and popular music styles. Emphasis is placed on understanding music theory as it relates to chord structures and progressions. Students are required to attend all performances.

  • Academy Orchestra

    Academy Orchestra is a performance ensemble for experienced musicians and features performances on and off campus. Students encounter a range of classical music; explore different, pertinent musical eras; and apply different performance techniques to challenging and fun pieces. Students are encouraged to participate in both the Trimester 1 & 3 orchestras. Accepted instrumentation: Strings, Woodwinds, Brass, Percussion, Harp, Piano (limited number).

  • Academy Jazz

    Department of Music and Dance:
    Academy Jazz is an invitation-only performance group. Students learn creativity and discipline through the study of a range of jazz styles. Emphasis is placed on understanding music theory as it relates to chord structures and progressions, as well as improvisation. Students are required to attend all performances, including at least one outside performance. This is a two-trimester course.

  • Audio Engineering

    Department of Music and Dance:
    In Audio Engineering, students explore sound, studio recording, and music production techniques and technology, en route to producing their own studio recording projects. They learn how to plan and direct recording projects; use industry-standard audio recording and production software to mix tracks and add effects; program and use virtual instruments within recording projects; and produce and share their own music and the compositions and performances of others. Students finish the course with a digital portfolio of music projects that they have recorded and produced. Audio Engineering also involves projects and investigations in the production of sound for video, acoustics and acoustic room treatment, and sound synthesis. This is a two-trimester course.

  • Individual Music Lessons

    Individual instruction is available in both vocal and instrumental music for all students of all skill levels. Enroll through the Music Department or the Colorado Academy website at the beginning of the school year. Music lessons do not receive Arts credit. Students must complete at least one trimester of a curricular ensemble (Concert or A Cappella Choir, Orchestra, Jazz or Rock Ensemble, Academy Jazz) in Ninth or Tenth Grade for academic credit to be eligible to continue lessons in Eleventh and Twelfth Grade.

  • Acting/Scene Study

    Department of Theater:
    Acting/Scene Study lays the foundation for actor training through scene and monologue study. This course teaches young actors how to cultivate presence, work moment-to-moment, and be truthful in an imaginary situation. It is the training ground for all advanced work. Trimesters do not need to be consecutive, but it is highly recommended for progression to advanced work.

  • Acting for the Camera

    Department of Theater:
    (This course is offered in even graduation years.)
    In this course students develop techniques to use the camera as an acting partner, while retaining the ability to focus on other actors during the scene. Actors use imagination and emotional preparation training integral to stage performance, while learning the skills necessary for working with challenging edits, the non-linear timeline of film and TV production, an on-camera director, and the unique demands and environment of a studio setup. Students also prepare for on-camera auditions and monologues to equip them to navigate demo-reels, social-media based web series, and professional film, TV, and commercial production.

  • Improvisation

    Department of Theater:
    (This course is offered in odd graduation years.)
    Improvisation is a course for students who want to get better at thinking on their feet and reacting in the moment, become better communicators/collaborators/presenters, and who enjoy laughing! Open to anyone and everyone, this course delves into the world of the unscripted performance technique known as improvisation. Students learn the rules, techniques, and foundations of this form that gave us some of the greatest comedic minds: Tina Fey, Kristin Wiig, Bill Murray, Steve Carell, and more! Students present at least one improv show for a live audience. 

  • Musical Theater

    Department of Theater:
    This workshop-style course offers students a focused study of the techniques used in musical theater performance. It is intended for anyone who is interested in learning how to perform in the musical theater style, using songs from shows ranging from Oklahoma! and West Side Story to Hamilton and Dear Evan Hanson. Students are encouraged to choose repertoire within their range and according to their interests. The course is a progressive training ground for advanced work in the annual musical presentation.

  • Technical Theater

    Department of Theater:
    The objective of this course is to introduce students to the tools and protocol of mounting a major production, as well as to provide them with solid working experience from plans on paper to hands-on construction on stage. Students are trained in the aesthetics of lighting and scenic design, as well as in the knowledge of operating equipment safely and mastering a basic reading of ground plans, elevations, and computer-generated design.

    Advanced Technical Theater is available upon completion of a full year of Technical Theater and permission of the instructors. Three trimesters of Technical Theater complete a one-year credit but do not need to be taken consecutively. Advanced Technical Theater is a yearlong course. 

  • Theater Practicum

    Department of Theater:
    Practicum (Tech Theater) is a hands-on training course in some aspects of the production. With a theater advisor, practicum students arrange their course of study. They must complete enough hours to fulfill a trimester of work to earn credit, which may include work on one or more shows and events, including stage management, lighting, sound, scene painting, props, stage crew, program or poster design, musical accompaniment, box office management, or ushering. Students may fulfill all hours in one trimester for credit or they may spread out assignments over the course of the year to equal a trimester of credit. There is no prerequisite for this course, but students must contact a faculty member in the Theater Department to set up an appointment before enrolling.

    Practicum (Performance) is an opportunity for students to participate in a mainstage production for Art credit. With Department approval, students who are cast in one of two mainstage productions may use that show as an Art credit. Mainstage productions perform on the Leach Center for the Performing Arts stage and rehearse in the evening after sports. Students should be prepared to attend all evening rehearsals for which they are called, abide by all expectations set forth by the director, and participate in all dress rehearsals and performances. 

    Theatre Practicum is graded Pass/Fail and so is not included in GPA calculations.


  • Dance Company

    Department of Music & Dance:
    This is an Intermediate/Advanced performing ensemble. Only students who have been approved will be able to enroll in the Company. Students who wish to apply must submit a letter of interest to Ms. Zaremba.

    This group practices and explores multiple styles of dance and choreography to create pieces of repertoire to be performed throughout the school year. There is increased opportunity and emphasis on student-generated choreography and individual expression. In addition, students explore ways to utilize dance as a means of giving back to our community. Students are asked to think critically, creatively, and ethically while combining service, choreography, and performance. The Company meets during a scheduled school block; however, additional rehearsals may be scheduled outside of class time. These rehearsals are scheduled with the dancers' schedules and commitments in mind. Students are not required to enroll for both trimesters, but may do so.  

    Students must have achieved an Intermediate to Advanced level of ability and must collaborate and work well with others. If a student is not ready for Company work at the start of the school year, they may train through Dance electives and reapply for the second trimester.


  • Dance: Techniques and Practices

    Department of Music & Dance:
    This course offers foundational training in terminology, technique, and studio practices of a variety of styles. Through dance, students develop artistic habits and gain physical flexibility, strength, balance, and coordination. Students are encouraged to foster their own creative process and expression of self through choreographic prompts. All classes have an opportunity to perform if they would like to do so. 
    • Trimester 1: Beginning Tap – This class focuses on introducing students to the foundational principles and techniques of tap dancing. This is a true beginner class that is geared towards those with little to no prior experience in tap dancing. Students work on rhythm, musicality, and articulation of sound in feet, while building speed of movement. Various styles of music are utilized. All are welcome and encouraged.
    • Trimester 2: Intermediate/Advanced Tap – This class explores tap techniques as they relate to all styles of music, including pop, rock, rap, musical theater, big band, and jazz. Students work on rhythm, musicality, and articulation of sound in feet, while building speed of movement. Prerequisite: Instructor approval.
    • Trimester 3: Broadway Dance – This class explores all styles of dance utilized in Broadway shows. The focus is on physical style, storytelling, and techniques as related to different time periods, locations, and characters.

  • Vertical Dance/Site-Specific Dance Study

    Department of Music & Dance:
    This class explores the adventurous and stunning nature of site-specific and vertical dance. Students begin on the ground with basic movement concepts and practices and gradually move to practicing vertically. In addition to vertical, students explore site-specific dance–dancing in unexpected locations that lend new interpretation and possibility to choreography. Vertical dancing utilizes climbing gear, including top rope, harness, and GriGri belay devices. When ready, students try outdoor locations, such as suspended on a building wall, tree, or rock face.

  • Athletics - Competitive

    Two trimesters of athletics are required in Freshman and Sophomore years.
    One trimester of athletics is required in Junior and Senior years.

    The Department of Athletics encourages student-athletes, regardless of past experience, to try a competitive sport option. Previous experience or skill is not required; however, a commitment to the team, effort, and a positive attitude is! Students are encouraged to exceed the minimum requirement.  Students are encouraged to play at least one CHSAA-sanctioned sport during their time in Upper School.

    The Upper School athletic program (Grades 9-12) offers students various choices in establishing healthy lifetime activity patterns in coordination with a highly competitive interscholastic athletic program. Goals for all students include, but are not limited to, success against outside competition, building a strong sense of self-worth, learning lessons in human relations and collaboration, developing the ability to lead and follow, gaining specialized training in varied athletic skills, developing a mastery of sport-specific skills, cardiovascular conditioning, and demonstrating good sportsmanship.

    CHSAA- Sanctioned Competitive Sports Options

    Trimester 1
    Cross Country
    Field Hockey
    Golf, Boys
    Soccer, Boys
    Tennis, Boys
    Volleyball, Girls

    Trimester 2
    Basketball, Boys
    Basketball, Girls
    Ice Hockey
    Swimming/Diving, Girls

    Trimester 3
    Baseball
    Golf, Girls
    Lacrosse, Boys
    Lacrosse, Girls
    Soccer, Girls
    Tennis, Girls

  • Athletics - Non-Competitive

    Two trimesters of athletics are required in Freshman and Sophomore years.
    One trimester of athletics is required in Junior and Senior years.

    The Upper School athletic program (Grades 9-12) offers students various choices in establishing healthy lifetime activity patterns in coordination with a highly competitive interscholastic athletic program. Goals for all students include, but are not limited to, success against outside competition, building a strong sense of self-worth, learning lessons in human relations and collaboration, developing the ability to lead and follow, gaining specialized training in varied athletic skills, developing a mastery of sport-specific skills, cardiovascular conditioning, and demonstrating good sportsmanship.

    Independent Athletic Credit: Students already participating in athletic programs outside of school may complete a “Petition for Athletic Credit” to determine whether their programs meet the requirements to receive credit. Students must have participated in the activity for a minimum of 3 consecutive years before the request is made. The activity must include a competitive or public performance component. Independent credit is only given up to a maximum of one trimester in any one school year.

    A student may take any dance class in the curriculum for athletic credit for one trimester per year. A dance class may also be used to fulfill an art credit, but it cannot count for both types of credit during the same trimester.

    Credit for managing a CHSAA-sanctioned team is granted on a case-by-case basis and must be approved by both the Head Coach and the Director of Athletics. There is a maximum of 2 managers per team, and daily attendance at all practices and games is required. Specific team and program responsibilities will be outlined by the Head Coach of the program.

    Non-CHSAA-Sanctioned Club Sports & Non-Competitive Sports

    Trimester 1
    Climbing     - Every student in rock climbing is required to have climbing shoes. Students learn how to climb and belay in a safe manner. They hone their skills in a variety of environments and challenge themselves both mentally and physically. Participants are encouraged to compete in weekend Colorado High School Climbing League Competitions. Students may only enroll in this class one time per school year.
    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this course one time per school year.

    Ultimate Frisbee - Competitive Club Sport. Team plays in Altitude Youth Ultimate League.

    Trimester 2
    Climbing - Every student in rock climbing is required to have climbing shoes. Students learn how to climb and belay in a safe manner. They hone their skills in a variety of environments and challenge themselves both mentally and physically. Participants are encouraged to compete in weekend Colorado High School Climbing League Competitions. Students may only enroll in this class one time per school year.

    Racquetball - Racquetball is a lifetime sport offered for novice to intermediate players. Competition varies from year to year, from interscholastic matches to outside meets with high school and college club teams. This game is easy to learn and is guaranteed to be fast, furious, and fun. All equipment is provided. A fee is required to cover court rental, eye guards, and team shirts. Practices are off campus at Englewood Rec Center.

    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this class one time per school year.

    Trimester 3
    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this class one time per school year.

  • 9th Grade Experiential Education

    Curricular Activity:
    Interim - Each spring, students in Upper School participate in weeklong Interim trips designed to immerse students and faculty in experiences and pursuits that broaden their skills, test their abilities, and sharpen the awareness of the world in which they live. Whether they engage in artistic pursuits, service learning trips, or wilderness expeditions throughout the Rocky Mountains, students and CA alumni often describe this program as one of their favorite CA memories.
    • A weeklong immersive experiential program that includes the arts, outdoors, physiology, community engagement.
    • Promotes community building through small group interactions and cross grade interactions.
    • Provides challenging, hands-on experience.
    • Promotes student leadership through trip planning and execution.
    • Fosters grit and resilience through physically and psychologically challenging activities.
    Examples of past Interims include: Kayaking the Western Slope, Exploring the Canyonlands, Shoshoni Yoga, Blacksmithing, Ceramics in the Wild,  Archaeology in the Four Corners, Toy Shop, Gourmet Heaven, and more. In a typical year, 30+ Interim choices are offered.

    Recent Experiential Education Optional Local Activities:
    Trip ratings range from easy and moderate to difficult and from beginner and intermediate to advanced skill levels. These excursions are published annually, offered on weekends throughout the school year, filled on a first-come, first-served sign-up basis, charge a nominal fee, and are usually led by CA faculty and staff.

    South Platte River Fly Fishing
    Fishermen explore Colorado’s rivers and streams and get a lot of skill practice in patience and attention to detail. Students learn about watershed dynamics, fly-fishing strategy, fly pattern selection, and fish behavior. They learn to cast a fly rod, manage a line, hook and land trout, and take part in a quintessential Western sport.
    Additional Skills:
    • foster patience and attention to detail
    • bond with classmates outside of the classroom

    Rifle Mountain Park Climbing
    Rifle Mountain Park offers the best limestone sport climbing in North America. Rifle is approximately three hours west of Denver, near the town of Rifle, Colo. On this trip, students receive instruction on technical skills, climb spectacular sport routes, camp, and cook meals together. No prior experience is necessary.
    Skills:
    • learning climbing movement and terminology
    • learning belaying principles
    • understanding the construction and strength of climbing equipment, including ropes, harnesses, carabiners, and helmets
    • encouraging responsible risk taking and the benefits of challenge
    • fostering teamwork through effective belaying, coaching and support
    • learning about belay and climber safety checks and effective communication

    Eldorado Hut
    The Eldorado Hut is located five miles west of Turquoise Lake, near Leadville, Colo. The path into the hut winds through aspen forest for the first mile and gradually zigzags up a ridge on the north side of the lake. At the hut, views from the south window include a panorama of Bald Eagle Mountain and the 14,421-foot Mount Massive. Only one mile from the hut is fun glade skiing on Mushroom Mountain, and after returning from a tour, participants fire up the wood-burning sauna to finish off a great day in the Colorado backcountry.
    Additional Skills:
    • learning winter travel skills
    • providing opportunities for cross-grade interactions
    • promoting the principles of self-care (hydration, hypothermia, nutrition, pacing, etc.)
    • providing a novel experience
    • learning to prepare healthy and nutritious meals
    • learning to build a minimal fire
    • observing winter weather patterns
    • identifying avalanche terrain, snow instabilities, and how to travel safely in the backcountry

    Ice Climbing in Lake City
    The Ouray Ice Park is a man-made ice-climbing site in a beautiful natural gorge near Ouray, Colo. There is even a special area just for beginners. Home to more than 200 ice and mixed climbs, it has been called the best place in the world to develop ice-climbing skills. This trip is designed for beginners, and no prior climbing experience is necessary.


    Recent Exchange Programs

    Colombia: Spanish Language & Culture Immersion
    With Colombia’s turbulent past rapidly receding, the nation is in the midst of a boom. Economic growth, safety, and stability are on the rise in all corners of the country, and visitors are joyously rediscovering the remarkable diversity and warmth of this gateway to South America. This hybrid exchange and travel program allows students to connect with the Colombian people, from shadowing high school peers in the capital Bogotá to exploring Afro-Indigenous traditions in the Caribbean port town of Cartagena. Two weeks after returning home, with Spanish still fresh on their tongues, students have the opportunity to reciprocate the hospitality.

    Colegio Virgen de Europa , Madrid, Spain
    CA students are paired with Madrid students to promote and improve their cultural and linguistic awareness. This exchange encourages students to build confidence and fluency in a second language and go out into the world to experience another culture firsthand. Central to this experience is the homestay, because it gives participants interaction with native speakers and language use in natural context. The school provides opportunities, both academic and extra-curricular, for students to understand and explore the culture of the other country. CA students travel in the fall and host in the following spring.

    Current Travel Programs, Interim and Optional
    Authentic Mexico Adventure - Service Adventure - Spring Break
    Students will immerse themselves in the true fabric of Mexico, including art, food, culture, language, and history. This experience includes exploring Mexico City’s vibrant art scene, rural homestays, adventure travel, and meaningful service projects guided by community partners.
    Mexico’s perfect white sand beaches, rugged canyons, tropical jungles, and arid plains are inhabited by some of the world’s nicest people, all of whom enjoy some of the world’s best food. The same is true for Mexico’s megacities, colonial hamlets, and dusty outposts. Our neighbor to the south truly has it all, yet few visitors experience the real Mexico. Our programs will show travelers the true fabric of Mexico, from small food stalls of Mexico City to pre-Columbian Zapotec ruins, as we travel between Mexico City, Puebla, and beyond.

    Chinese Language Immersion in Vancouver - Language Immersion - Spring Break
    This trip gives students a fantastic opportunity to explore the multicultural Asian environment of Vancouver. With almost 30% of its population as ethnic Chinese, the city and its surrounding
    suburbs are rife with historic sites and distinct neighborhoods that reflect a rich heritage. Students will practice language skills in many fun activities like Mahjong workshop, dumpling/dim sum making, calligraphy, and Chinese art.

    Colombia Adventure - Service and Language Immersion - Interim

    Students will have the opportunity to explore the historic center of Medellin and complete homestays and service projects in the remote and picturesque village of Jardin de Antioquia. The group will immerse themselves in the rich culture and history of Colombia and gain a valuable understanding of the conflict resolution and peace process that has transformed Colombia in recent years from civil war into a vibrant and welcoming country.

    The Island School, Eleuthera, Bahamas - Marine Science & Field Research -     Interim
    This experience offers students the ability to step outside their comfort zone to focus on experiential learning and field and ocean research at one of the top facilities in the Caribbean. Students will build on science coursework in environmental chemistry and climate change, as they explore topics such as ocean acidification and renewable energy. This transformative experience encourages students to take a leadership role, enabling them to make meaningful changes in their own communities. 

    Iceland - Photography, Climate Science, Travel - Summer

    Calling all intrepid photographers and scientists who have a thirst for adventure. Let us explore the amazing nation, Iceland, and investigate how we could be leading a more sustainable lifestyle.
    Our trip takes you to the most spectacular and otherworldly landscapes in a nation that prides itself on zero use of fossil fuels and single-use plastics. Whether it be enormous glacier lagoons where icebergs float and flow out with the tide to the shores of the black sand beach. Where we may also see seals, puffins, and the gentle giants of the sea, whales. This trip will be unforgettable and one in which you will return with a newfound appreciation of the world and how we can work towards creating such sustainability and conservation here in Denver.

  • 9th-12th Grade Library & Research

    Digital Citizenship
    Students:
    • Learn how to use digital technologies responsibly
    • Understand the positive and negative roles digital media play in their lives
    • Understand the definition of cyberbullying and know how to avoid it
    • Understand all of the different types of online relationships
    • Understand the consequences of oversharing online

    Use of Research Tools
    Students:
    • Use the CA library catalog and databases to locate print and electronic resources in the school’s collection
    • Use CA LibGuides to access project-specific resources
    • Generate useful, efficient search terms and use various search strategies to conduct queries that will lead to narrow, focused results
    • Know the difference between Fiction and Nonfiction and how to locate books on the shelves by call numbers
    • Know the difference between a website and a database
    Source Selection, Documentation, and Organization
    Students:
    • Closely evaluate Internet resources to ensure they contain reliable, factual information
    • Distinguish between relevant and irrelevant information to meet specific research goals
    • Know when to discard/abandon sources as research needs shift
    • Work with a librarian for individualized assistance on the research process
    • Understand the difference between direct quotes, paraphrasing, and summaries and use all three correctly
    • Know the difference between primary and secondary sources
    • Understand what plagiarism is, how to avoid it, and the consequences of plagiarizing
    • Understand what an annotated bibliography is and successfully format and create one
    • Understand the importance of a Works Cited page and be able to cite and format sources appropriately
    • Understand what an in-text citation is and how to use them appropriately while writing
    • Follow the rules of copyright and fair use when using multimedia sources
    News Literacy
    Students:
    • Understand what it means to be a responsible news consumer
    • Distinguish between legitimate news and fake news
    • Be able to use various tools to evaluate Internet sources
    • Be able to gauge reliability and credibility of news reports (broadcast, print, Internet, etc.)
    • Know the difference between fact and opinion; recognize bias

  • 9th Grade Advisory

    Freshman students are assigned to an advisor who hosts an advisory of 8-12 members. In addition to discussions facilitated by the advisor, Freshman advisories also benefit from discussions and activities led by members of the Community Leadership Team (CLT), a group of Senior students selected and trained by the professional staff. In groups of two or three, CLT members meet with their Freshman advisory group approximately every three weeks throughout the school year (10-12 meetings). 

    CLT members meet with the professional staff on a weekly basis in order to prepare and process the groups' discussions and dynamics. They receive training throughout the year on facilitating group discussions and understanding topics relevant to the Freshman experience. These seniors are considered peer helpers (counselors) for the Freshmen and role models for the entire school community.

    Possible Topics of Discussion for Freshmen:
    • Transition to Upper School
    • Study habits and organizational skills, establishing community norms (NAIS standards)
    • Self-advocacy
    • Friendships and healthy relationships, peer pressure
    • Managing holiday stress, appropriate self-care
    • Goal-setting for the short and long term
    • Disordered eating, healthy body image
    • Alcohol and drug use
    • School-wide topics introduced in Town Meetings, PlatFORUM, Think & Drive Day, and other themed days
    • Other topics that each advisory chooses to discuss

Grade 10

List of 86 items.

  • American Literature**

    This course introduces students to the essential texts that have produced the America of today. Students explore the foundational ideals from early American writings and trace their development, emphasizing how these ideals impact and reflect the lived experiences of different communities in America. This course takes students from the Puritans to the present, with such representative writers as Frederick Douglass, H.D. Thoreau, Emily Dickinson, F. Scott Fitzgerald, and Toni Morrison, as well as contemporary writers Tommy Orange and Colson Whitehead. Summer reading is required; the book list is made available in the summer before the course.

    Students practice analytical, generative, and creative writing. Students also spend a considerable amount of time learning how to identify and track major ideas throughout each work—and across multiple sources—in order to independently design their own original arguments.

  • Math 2**

    In Math 2, students build a more complete understanding of linear and quadratic algebra. Students expand on the concept of proportional reasoning to work with linear expressions, equations, and systems. Students leverage and expand on their TI-Nspire calculator skills to help model and understand algebraic relationships. Topics include sequences, quadratic relationships, functions and their transformations, right triangle trigonometry, and probability.

  • Math 2e**

    Students in Math 2e connect and refine skills with linear and quadratic algebra, connecting graphical and algebraic representations of functions and systems. Students leverage strong algebraic manipulation to extend their work to polynomial functions of higher degree, rational, exponential, and logarithmic functions. Students develop an understanding of inverse functions and transformations. Students build on previous work with similar right triangles to develop a general understanding of trigonometric functions and the unit circle.

  • Precalculus

    In Precalculus, students explore concepts that help them prepare for both calculus and statistics. The course begins with a thorough analysis of relations and functions, both algebraically and graphically. Functions of emphasis include linear, quadratic, polynomial, exponential, and logarithmic. A major component of this course is the study of trigonometry, including its real-world applications, and graphs of trigonometric functions. Statistics topics include one-variable data analysis and probability.

  • Precalculus - Honors

    Honors Precalculus is different from Precalculus. In this challenging, fast-paced course, students explore non-routine problems across algebraic topics. Students develop and generalize approaches working in collaborative groups. Topics contain material beyond what is necessary for Calculus, and introduce mathematical through-lines to a variety of college-level courses, including linear algebra, complex analysis, and discrete math. Students leverage symmetry and multiple representations to explore trigonometry, analytic geometry, combinatorics, and probability. Attention to precision and fluency with algebraic manipulation are practiced and valued throughout the course.

  • Chemistry**

    All students sign up for Chemistry or Conceptual Chemistry after taking Biology, based on science teacher recommendation. Only one of these courses may be taken for credit.

    The Chemistry course begins with an overview of atomic structure, the periodic table, naming compounds, writing and balancing chemical equations, and identifying types of reactions. Students then learn about the quantitative aspects of chemistry, including uncertainty in measurement, chemical formulas, stoichiometry, solubility, gas laws, and titrations. The year ends with discussions of energy, heat and temperature, phase changes, the energy of reactions, and reaction rates. Methods of inquiry and scientific modeling are emphasized throughout, with a gradually increasing importance given to mathematical analysis of experiments and problems.

  • Conceptual Chemistry**

    All students sign up for Chemistry or Conceptual Chemistry after taking Biology, based on science teacher recommendation. Only one of these courses may be taken for credit.

    In the first trimester, students acquire a solid foundation of chemical knowledge, learning the language of chemistry. Topics covered include elements and atoms, molecules, compounds, the periodic table, chemical bonding, chemical reactions, and writing and balancing chemical equations. During the second and third trimesters, this knowledge is put to use. Possible topics of study (with a heavy emphasis on working in the laboratory) include redox reactions and electrochemistry, thermochemistry and calorimetry (including the kinetic molecular theory), nuclear chemistry, organic chemistry, acid-base chemistry, and fuel cells.

  • Science Discoveries that Changed the World - Honors

    This lab-based course explores the science of pivotal discoveries that have changed the world. Students delve into critical discoveries, experiments, and individuals who have transformed the landscape of science and thus, the landscape of history. The first half of the course covers the discovery of the structure of the atom that led to understanding of matter and energy, viruses and bacteria, antibiotics and vaccines, and the universe and humanity’s place in it. For the second half of the trimester, students lead their learning on a topic or discovery of their choice.

  • Exercise Science - Honors

    This course provides a broad background for students planning to further their education in Exercise Science at the undergraduate level. Students complete a rigorous curriculum covering anatomy, biomechanics, exercise physiology, sport psychology, and motor learning/control. This course offers excellent preparation for undergraduate work in adapted physical education, adult or corporate fitness, biomechanics, exercise physiology, motor control, ergonomics, sport psychology, and sports medicine. The strong emphasis on applied science in the course makes it suitable for students who are interested in the coaching of movement sciences.

  • Climate Change - Honors

    This lab-based course is designed as an introduction for students to understand the impacts of climate change. Climate change is the defining issue of our time, and humanity is at a defining moment. From shifting weather patterns that threaten food production to rising sea levels that increase the risk of catastrophic flooding, the impacts of climate change are global in scope and unprecedented in scale. Students investigate what role humans play in climate change and what can be done to mitigate it. Topics include environmental capacity, biogeochemical cycles, ocean acidification, carbon footprint, what climate is and how it differs from weather, and human impacts on the environment, both short and long term.

  • AI and Machine Learning ASR

    Machine Learning is a highly in-demand branch of Artificial Intelligence (AI), where computer programs can learn from processing data to make decisions. Countless industries are seeking to fulfill the promise of AI to create efficiencies, detect and predict issues, and help make data-driven decisions. This course covers fundamental AI concepts, such as supervised/unsupervised learning, as well as ethics and bias in AI, and heavily involves college-level mathematical concepts.

  • Introduction to Computer Science

    This engaging introductory course introduces students to the exciting discipline of Computer Science. In this course, students develop an awareness of important computer science principles, such as programming, software-hardware interaction, and conceptual and formal design models. Programming topics covered include basic control structures (sequence, loops, branching), variables, abstraction, and simple array processing. Students develop strong computational thinking skills that they can apply in many other disciplines, such as robotics, mathematics, science, music, and art. Each student completes a well-planned and -designed larger programming project.

  • Introduction to Robotics

    Robotics is not only the future, but also the present. Robotics is a project-based course where students design, build, and program working prototypes of autonomous and interactive robots using a robotics system. This introductory course familiarizes students with programming, sensors, and automation. Students hone critical computational thinking skills needed to succeed in both the 21st century's workforce and in everyday life. Robotics encourages creativity, teamwork, leadership, passion, and problem-solving in groups. Best of all, robotics is fun!

  • Robotics ASR

    Advanced Robotics is for students who wish to take their robotics skills to the next level. This almost entirely student-led course is centered around the Vex Robotics Game for the year (announced each May for the following year). Students work in teams to analyze the game rules, develop a strategy and project timeline using Gantt charts, design their robot digitally in CAD, build and code their robot, and test and iterate on their design. Students are required to compete in two Saturday tournaments, as well as at the State Tournament if they qualify. This course is repeatable in subsequent years.

  • Computer Science Principles ASR

    Computer Science Principles ASR introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. With a unique focus on creative problem solving and real-world applications,  Computer Science Principles ASR prepares students for college and careers. This course introduces students to the central ideas of computer science, instilling the ideas and practices of computational thinking. The curricular framework for this course includes: creativity, abstraction, data and information, algorithms, programming, the internet, and global impact.

  • AP Computer Science A

    This course covers the Advanced Placement Computer Science A curriculum, focusing on the Object-Oriented Programming language of Java. Topics include the essentials of OOP, classes, methods, graphics, input/output statements, if statements, loops, strings, recursion, one- and two-dimensional arrays, searching, and sorting. The emphasis of this course is on problem solving, software engineering, and ethics. Students learn systematic ways of breaking down problems and writing well-documented programming code. This class covers material typical in a first-semester college Computer Science course.

  • Mindsets of Design & Innovation in a Postnormal World

    In an era marked by rapid change, complexity, uncertainty, and ambiguity—referred to as "postnormal" by scholars—this course aims to equip students with essential skills and methodologies crucial for navigating, innovating, and excelling in such versatile environments. In this course, students are invited to embrace the challenges and opportunities of an ever-evolving and unpredictable future and learn the design tools and mindsets that will help them navigate it. Students use what they learn to work on design challenges related to the disruptive technologies and global shifts that are pushing us into uncharted territories as a world, helping students cultivate resilience in uncertainty and apply their creativity to think through complex problems as forward-thinking citizens.

  • Inquiry, Imagination, Identity: Past & Present

    Human history can be understood as a story of the interplay between questions, dreams, and ego. The transformative power of this interplay has led to the complexities of identity that people enjoy today, both good and bad. This course explores the intersections of inquiry, imagination, and identity in different societies at different times in history as a vehicle to understanding human experience. Overall, the course also serves as a journey of self-discovery in which students develop the skills to engage in the diverse stories that shape their world, then produce and share projects that solve some of the world’s most pressing issues.

  • Global Design & Social Innovation

    This course focuses on the exploration of the question—What would happen if a generation of human ingenuity was unleashed with the goal of improving the human condition for all people? Over the past decade, many industries have begun to emphasize design and creativity as a path toward overcoming “crises, from climate change to fragile states and youth unrest.”  This course examines the complexity of contemporary problems in the world along with the opportunities to solve them using global perspectives. Using design thinking and innovation, students work with businesses or non-profit organizations to develop unique solutions for them. In preparation for this project, students explore design through challenges that range from propaganda and traffic to technology and social issues.

  • United States History**

    This course is an introduction to the interdisciplinary considerations of American culture. Students draw from a wide range of primary and secondary sources that emphasize thematic depth over breadth. Topical in nature, this course examines issues ranging from Native Americans’ relation to the land and European conquests of America, to the development of American civic life and political culture, and the ongoing African American struggle for freedom and equality. Students also study immigration as a (threatened) constant in national life and labor, the distinction between mass culture and popular culture, the promise of American life, the pervasive sense of American exceptionalism that permeates the culture, and the unquestioned faith in the value of popular government. Students examine these themes through literature, historical writing, music, art, film, poetry, architecture, and political economy in the United States. This course places special emphasis on persuasive, analytical writing. Accordingly, each student composes at least one research paper over the course of the year.

  • Competitive Debate - Honors

    This course focuses on learning the principles of debate, researching topics based on contemporary and philosophical conversations, and developing argumentation strategies to deploy in interscholastic competition. Students have the opportunity to learn Lincoln-Douglas, Public Forum, and World Schools debating formats, and compete with students across the country in various tournament opportunities. Within the class, students develop research-based argumentation, understand ethical challenges within research, and develop rebuttal strategies to effectively counter opposing cases. Competitions require time commitment outside of the classroom. Note: This class is also open to Tenth Grade students and can be taken multiple times.

  • Academy Jazz

    Department of Music and Dance:
    Academy Jazz is an invitation-only performance group. Students learn creativity and discipline through the study of a range of jazz styles. Emphasis is placed on understanding music theory as it relates to chord structures and progressions, as well as improvisation. Students are required to attend all performances, including at least one outside performance. This is a two-trimester course.

  • Audio Engineering

    Department of Music and Dance:
    In Audio Engineering, students explore sound, studio recording, and music production techniques and technology, en route to producing their own studio recording projects. They learn how to plan and direct recording projects; use industry-standard audio recording and production software to mix tracks and add effects; program and use virtual instruments within recording projects; and produce and share their own music and the compositions and performances of others. Students finish the course with a digital portfolio of music projects that they have recorded and produced. Audio Engineering also involves projects and investigations in the production of sound for video, acoustics and acoustic room treatment, and sound synthesis. This is a two-trimester course.

  • Concert Choir

    Department of Music & Dance:
    Concert Choir is a non-auditioned, mixed (SATB) choir that sings a wide range of challenging repertoire. Student ensembles receive valuable training in musical literacy and theory; understanding, performing, and appreciating various genres and cultures of vocal music; and developing vocal production and technique. Performing for an audience is the primary focus, as performances provide an experience that cannot be reproduced in the classroom and are used to evaluate the skills learned in class. Attendance at all performances is required in order to receive credit for this course.

  • A Cappella Choir

    A Cappella Choir is an auditioned, mixed (SATB) choir that sings a wide range of challenging repertoire, primarily a cappella. Student ensembles receive valuable training in musical literacy and theory; understanding, performing, and appreciating various genres and cultures of vocal music; and developing vocal production and technique. Performing for an audience is the primary focus, as performances provide an experience that cannot be reproduced in the classroom and are used to evaluate the skills learned in class. Attendance at all performances is required in order to receive credit for this course.

  • Chanteurs

    Department of Music & Dance:
    Chanteurs is an audition-based, 16-20 voice mixed (SATB) choir for advanced students who demonstrate superior musicianship and place a high dedication to choral singing in their lives. The ensemble sings a diverse and challenging repertoire, with a specific emphasis on also singing a cappella and jazz. All members strengthen existing sight-reading skills and proper vocal technique and are strongly encouraged to participate in the CHSAA and Colorado All-State audition process. This is a specialty group which meets outside of the regular schedule and does not receive arts credit.
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  • Jazz Ensemble

    Department of Music and Dance:
    Jazz Ensemble is a performance group. Students learn creativity and discipline through the study of a range of jazz styles. An emphasis is placed on understanding music theory as it relates to chord structures and progressions, as well as improvisation. Students are required to attend all performances.

  • Chamber Orchestra

    Department of Music & Dance:
    This class focuses on the educational components of playing in an orchestra, including music history, music theory, instrumental technique, and ensemble skills. Students encounter a range of classical music; explore different, pertinent musical eras; and apply different performance techniques to challenging and fun pieces. Students are required to attend all performances. Accepted instrumentation: Strings, Woodwinds, Brass, Percussion, Harp, Piano (limited number).

  • Academy Orchestra

    Academy Orchestra is a performance ensemble for experienced musicians and features performances on and off campus. Students encounter a range of classical music; explore different, pertinent musical eras; and apply different performance techniques to challenging and fun pieces. Students are encouraged to participate in both the Trimester 1 & 3 orchestras. Accepted instrumentation: Strings, Woodwinds, Brass, Percussion, Harp, Piano (limited number).

  • Rock Ensemble

    Department of Music and Dance:
    Rock Ensemble is a performance group. Students learn creativity and discipline through the study of a range of rock and popular music styles. Emphasis is placed on understanding music theory as it relates to chord structures and progressions. Students are required to attend all performances.

  • Individual Music Lessons

    Individual instruction is available in both vocal and instrumental music for all students of all skill levels. Enroll through the Music Department or the Colorado Academy website at the beginning of the school year. Music lessons do not receive Arts credit. Students must complete at least one trimester of a curricular ensemble (Concert or A Cappella Choir, Orchestra, Jazz or Rock Ensemble, Academy Jazz) in Ninth or Tenth Grade for academic credit to be eligible to continue lessons in Eleventh and Twelfth Grade.

  • Introduction to Engineering Design

    Department of Engineering Design:
    In this hands-on, project-based course, students learn and practice using the human-centered design process to design and make things—to see a need, take a design idea, devise a plan, and fabricate a functional, finished product. Along the way, students receive a comprehensive orientation to the Anderson Innovation Lab and essential training in the safe and appropriate use of all of the lab’s fundamental tools and other specialty tools as needed. Roughly half of the course is focused on manual skills and the designing and fabricating of projects by hand. Students apply and build upon these skills within the digital realm, using 3D CAD software, 3D printers, and the laser cutter/engraver to design and precisely fabricate their original, functional designs.

    Two trimesters of Engineering Design can be taken to fulfill the Computer Science requirement for students in the Classes of 2025 and 2026 only. Trimester Engineering Design courses taken for Computer Science credit do not earn Art credit. Two-trimester courses can be taken for Computer Science credit in one trimester and Art in another, but not both in the same trimester. Courses taken after the Computer Science requirement is complete can only be taken for Art credit. Students in the Class of 2027 or later can take Engineering Design courses for Art credit only. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • Introduction to Engineering Design: Focus on Women

    In this hands-on, project-based course, students learn and practice using the engineering design process to design and make things—to see a need, take a design idea, devise a plan, and fabricate a functional, finished product. This section focuses on women in different fields of engineering and offers opportunities for students to connect with female-identifying professionals, Society of Women Engineers (SWE) members, college students, professors, and others to help prepare students who are interested in pursuing engineering further. Along the way, students receive a comprehensive orientation to the CA Innovation Lab and essential training in the safe and appropriate use of all the lab’s fundamental tools and other specialty tools as needed. Roughly half of the course is focused on manual skills and the designing and fabricating of projects by hand. Students also apply and build upon these skills within the digital realm, using 3D CAD software, 3D printers, and a laser cutter/engraver to design and precisely fabricate students’ original, functional designs.

  • Introduction to Biomedical Engineering

    Introduction to Biomedical Engineering is for students interested in applying engineering principles and skills learned from Introduction to Engineering Design to the medical field. This hands-on, project-based course introduces students to the field of biomedical engineering with an emphasis on the design and testing of medical devices for various applications such as cardiovascular, orthopedic, and surgery. Students also learn about biomedical engineering careers and specializations such as cellular & tissue engineering, biomechanics, and imaging.

  • Engineering & Fabrication I

    Department of Engineering Design:
    Engineering & Fabrication is for students who wish to take their engineering design and fabrication skills to the next level. Students learn advanced 3D CAD modeling techniques such as Assembly, Sheet metal, and Generative Designs. Students expand upon their skill base to include advanced tools and processes such as the CNC router, learn and practice applying principles of engineering mechanics and physics in the design and evaluation processes, and embark on an engineering design project based on an individual topic of interest. At the end of the course, students leave with their finished projects and a broad set of design and fabrication skills. 

  • Engineering & Fabrication II

    Department of Engineering Design:
    Engineering & Fabrication II is for advanced students who wish to continue their engineering journey. Students advance their 3D CAD modeling skills by creating larger, more complex assemblies. They expand upon the skills gained from Engineering & Fabrication I to include more advanced tools and processes, such as 3D scanning and welding. As this is an advanced course, students can apply knowledge gained in other classes (such as Physics, Pre-Calculus, and/or Calculus) to their engineering work. At the end of the course, students leave with their finished projects and an advanced set of design and fabrication skills 

  • Algorithmic Art

    Department of Visual Arts:
    Students enter the world of visual expression, computational creativity, and design thinking to create something out of nothing and bring their ideas to life. They explore the intersection of coding and visual art, using P5 code to create two-dimensional imagery and three-dimensional sculpture. They delve into functionality and form through abstraction and data visualization, embrace happy mistakes, and take risks. Students speak with and learn from professionals in the field. After completing this course, students can continue to pursue their passions in the arts or computer science. This course is co-taught by Computer Science and Visual Arts Department faculty and earns Art credit.

  • Ceramics I

    Department of Visual Arts:
    This course gives students the opportunity to explore a variety of hand-building methods, including coil, slab, modeling, and molding. Every student also gains experience using the potter’s wheel to create ceramic objects. Students learn how to apply several surface treatments and glazes to their projects, as well as a basic understanding of the kiln-firing process. As students gain skills, they are encouraged to initiate their own ideas, use creative problem-solving to create unique works, and explore traditional and contemporary ceramic practices.

  • Ceramics II

    Department of Visual Arts:
    This course allows students to build upon the basic skills they learned in Ceramics I in both hand building and wheel throwing. Students go deeper into the nuances of ceramic art by exploring myriad things that artists do with clay. Students also learn studio habits that facilitate artistic growth, as they explore their own emerging artistic voice.

  • Advanced Ceramics

    This course allows students extended time to experience ceramics more deeply than the single trimester course. Students explore traditional and novel/exploratory art-making practices with clay, while also exploring the concept of artistic voice—the unique expression of each artist. This course teaches students about designing and creating utilitarian and non-utilitarian objects, while investigating contemporary and historical ceramics. This is a two-trimester class.

  • Digital Art

    Department of Visual Arts:
    This course explores imagery, text, and color in digital media using Adobe Creative Suite programs on the iPad, including Fresco and Illustrator. Students use all aspects of the artistic process, while learning about digital drawing, vector graphics, pixel graphics, and image manipulation. Inspired by contemporary artists and digital media’s function in society, students develop their own independent projects, including illustration, graphic design, and digital fabrication.

  • Introduction to Architectural Drawing

    Department of Visual Arts:
    In this introductory course, students explore the basic skills that are important in standard building design. The students practice axonometric drawing, perspective drawing, observational drawing, and drafting skills. They discover how all of these skills can assist in learning how to use computer-aided drafting software in designing unique spaces that have a personal aesthetic.

  • Photography I

    Department of Visual Arts:
    In this course, students investigate the nature of photography as an important field of artistic practice, conceptual knowledge, and technological procedures. Essential skills and techniques focus on the DSLR camera, studio lighting, and post-production using Adobe Photoshop. This material practice is supported with historical and critical studies of the work of practicing photographers and visual artists. Students deepen their understanding of the history of photography and how photographers effectively construct images.

  • Photography II

    Department of Visual Arts:
    Photography II is an expansion of Photography I. Students build on a solid foundation in traditional and contemporary photography, through complex analog and digital material explorations and artist investigations. In-depth personal and group projects emphasize refined photographic practice through still work, as well as multimedia crossovers in the digital world. In their critical and historical studies, students further expand their understanding of historical and contemporary photographers to enhance their knowledge of the past and how it informs their own photographic practice.

  • Advanced Photography

    Department of Visual Arts:
    This course allows artists to choose a concentration in photography, whether it be in analog or digital camera work or post-production techniques and methods of display. They explore complex approaches in their chosen medium that strengthen and develop their artistic voices. The course further develops students’ understanding of photography through deeper and sustained investigations of photographers’ conceptual and material practice in increasingly independent ways. Critical and historical investigations of photographs and their image makers are undertaken by students to lead them to an increasingly accomplished understanding of how photography invites different interpretations and explanations.

  • Studio Art I

    Department of Visual Arts:
    Studio Art I introduces the foundations of visual arts, as students begin exploring their artistic voice. In an open studio, students develop independent art projects in a variety of media, including drawing, painting, printmaking, and sculpture. Students draw inspiration from contemporary and historical artists to envision their own individual creative direction. Emphasis is placed on creativity and execution of the Studio Habits of Mind, including expression, persistence, and reflection on their own work and the work of others.

  • Studio Art II

    Department of Visual Arts:
    During three trimesters, Studio Art II provides further development of students’ technical skills and conceptualization. Students work toward the following goals: individual growth in technical skills in the use of their chosen media; the development of evaluative and critical-thinking skills from participation in regularly scheduled critiques; and growth in creativity and original style. In addition, students continue to analyze the work of contemporary artists, focusing on installation and interactive media.

  • Advanced 2D Art

    Department of Visual Arts:
    This course allows artists to choose a concentration in drawing, painting, or mixed media, emphasizing color theory and composition. They explore complex approaches in their chosen medium that strengthen and develop their individual artistic voice. Artists work to build technical skills, while deepening their sense of personal expression. They practice analyzing and verbally articulating the impact of their own work, as well as supporting the work of their peers. This is a two-trimester course.

  • Videography I

    Department of Visual Arts:
    Videography I introduces students to camera operation, video editing, film analysis, and collaboration. Students establish the foundations of visual sequential storytelling through the use of storyboarding, shot sizes, as well as editing to establish and manipulate time. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. Students build their constructive feedback skills through group discussions about artists and their work.

  • Videography II

    Department of Visual Arts:
     Videography II is an expansion of Videography I. Students build on a solid foundation in camera operation, Premiere Pro, film analysis, and co-production. Students expand on their sequential storytelling skills, digging deeper into sound, foley work, camera movement, and experimenting with creative cut sequencing. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. Students are expected to participate in group artist discussions as well as continue to build on constructive feedback skills. 

  • Advanced Videography

    Department of Visual Arts:
    Advanced Videography is a two-semester deep dive into Videography. Students continue to build on the skills established in Videography I & Videography II. Students expand their sequential storytelling skills, investigating lighting, set, and visual effects. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. As students delve deeper into their creative voice, they begin to investigate contemporary influences on their work. Students are expected to offer insight and constructive feedback in group discussions about artists and their work. This is a two-trimester course.

  • Yearbook I

    Department of Graphic Design & Publication:
    Throughout this course, students plan, design, and produce CA’s yearbook, Telesis, which is distributed to over 1,000 members of the school community.

    Yearbook I students are members of the yearbook staff, charged with creating a professional publication that represents the school. Students learn and apply basics of graphic design and layout. They write short articles to accompany their layouts, and they work with the yearbook advisors, editors, and the representative from the publishing company to create and guide pages through the publication process. Students in Yearbook I may enroll for one, two, or three trimesters.

  • Yearbook II

    Department of Graphic Design & Publication:
    Throughout this course, students plan, design, and produce CA’s yearbook, Telesis, which is distributed to over 1,000 members of the school community.

    Yearbook II students are editors of the yearbook staff, charged with creating a professional publication that represents the school and with helping to train Yearbook I students. This editorial staff helps decide and design the overall look of the yearbook, maintaining a consistent theme and color scheme throughout the book. They work with the yearbook advisors, staff, and the representative from the publishing company to create and guide pages through the publication process. This is a yearlong course.

  • Acting/Scene Study

    Department of Theater:
    Acting/Scene Study lays the foundation for actor training through scene and monologue study. This course teaches young actors how to cultivate presence, work moment-to-moment, and be truthful in an imaginary situation. It is the training ground for all advanced work. Trimesters do not need to be consecutive, but it is highly recommended for progression to advanced work.

  • Advanced Acting/Production

    Department of Theater:
    This course is open to all students who have fulfilled the Acting/Scene Study prerequisite and are in Grade 10 or above. Students enrolled in this course audition for, rehearse, and perform a play for a live audience. Rehearsals take place in class, with some after-school and weekend commitments in the week leading up to the performances.

  • Acting for the Camera

    Department of Theater:
    (This course is offered in even graduation years.)
    In this course students develop techniques to use the camera as an acting partner, while retaining the ability to focus on other actors during the scene. Actors use imagination and emotional preparation training integral to stage performance, while learning the skills necessary for working with challenging edits, the non-linear timeline of film and TV production, an on-camera director, and the unique demands and environment of a studio setup. Students also prepare for on-camera auditions and monologues to equip them to navigate demo-reels, social-media based web series, and professional film, TV, and commercial production.

  • Improvisation

    Department of Theater:
    (This course is offered in odd graduation years.)
    Improvisation is a course for students who want to get better at thinking on their feet and reacting in the moment, become better communicators/collaborators/presenters, and who enjoy laughing! Open to anyone and everyone, this course delves into the world of the unscripted performance technique known as improvisation. Students learn the rules, techniques, and foundations of this form that gave us some of the greatest comedic minds: Tina Fey, Kristin Wiig, Bill Murray, Steve Carell, and more! Students present at least one improv show for a live audience. 

  • Musical Theater

    Department of Theater:
    This workshop-style course offers students a focused study of the techniques used in musical theater performance. It is intended for anyone who is interested in learning how to perform in the musical theater style, using songs from shows ranging from Oklahoma! and West Side Story to Hamilton and Dear Evan Hanson. Students are encouraged to choose repertoire within their range and according to their interests. The course is a progressive training ground for advanced work in the annual musical presentation.

  • Technical Theater

    Department of Theater:
    The objective of this course is to introduce students to the tools and protocol of mounting a major production, as well as to provide them with solid working experience from plans on paper to hands-on construction on stage. Students are trained in the aesthetics of lighting and scenic design, as well as in the knowledge of operating equipment safely and mastering a basic reading of ground plans, elevations, and computer-generated design.

    Advanced Technical Theater is available upon completion of a full year of Technical Theater and permission of the instructors. Three trimesters of Technical Theater complete a one-year credit but do not need to be taken consecutively. Advanced Technical Theater is a yearlong course. 

  • Theater Practicum

    Department of Theater:
    Practicum (Tech Theater) is a hands-on training course in some aspects of the production. With a theater advisor, practicum students arrange their course of study. They must complete enough hours to fulfill a trimester of work to earn credit, which may include work on one or more shows and events, including stage management, lighting, sound, scene painting, props, stage crew, program or poster design, musical accompaniment, box office management, or ushering. Students may fulfill all hours in one trimester for credit or they may spread out assignments over the course of the year to equal a trimester of credit. There is no prerequisite for this course, but students must contact a faculty member in the Theater Department to set up an appointment before enrolling.

    Practicum (Performance) is an opportunity for students to participate in a mainstage production for Art credit. With Department approval, students who are cast in one of two mainstage productions may use that show as an Art credit. Mainstage productions perform on the Leach Center for the Performing Arts stage and rehearse in the evening after sports. Students should be prepared to attend all evening rehearsals for which they are called, abide by all expectations set forth by the director, and participate in all dress rehearsals and performances. 

    Theatre Practicum is graded Pass/Fail and so is not included in GPA calculations.


  • Dance Company

    Department of Music & Dance:
    This is an Intermediate/Advanced performing ensemble. Only students who have been approved will be able to enroll in the Company. Students who wish to apply must submit a letter of interest to Ms. Zaremba.

    This group practices and explores multiple styles of dance and choreography to create pieces of repertoire to be performed throughout the school year. There is increased opportunity and emphasis on student-generated choreography and individual expression. In addition, students explore ways to utilize dance as a means of giving back to our community. Students are asked to think critically, creatively, and ethically while combining service, choreography, and performance. The Company meets during a scheduled school block; however, additional rehearsals may be scheduled outside of class time. These rehearsals are scheduled with the dancers' schedules and commitments in mind. Students are not required to enroll for both trimesters, but may do so.  

    Students must have achieved an Intermediate to Advanced level of ability and must collaborate and work well with others. If a student is not ready for Company work at the start of the school year, they may train through Dance electives and reapply for the second trimester.


  • Dance: Techniques and Practices

    Department of Music & Dance:
    This course offers foundational training in terminology, technique, and studio practices of a variety of styles. Through dance, students develop artistic habits and gain physical flexibility, strength, balance, and coordination. Students are encouraged to foster their own creative process and expression of self through choreographic prompts. All classes have an opportunity to perform if they would like to do so. 
    • Trimester 1: Beginning Tap – This class focuses on introducing students to the foundational principles and techniques of tap dancing. This is a true beginner class that is geared towards those with little to no prior experience in tap dancing. Students work on rhythm, musicality, and articulation of sound in feet, while building speed of movement. Various styles of music are utilized. All are welcome and encouraged.
    • Trimester 2: Intermediate/Advanced Tap – This class explores tap techniques as they relate to all styles of music, including pop, rock, rap, musical theater, big band, and jazz. Students work on rhythm, musicality, and articulation of sound in feet, while building speed of movement. Prerequisite: Instructor approval.
    • Trimester 3: Broadway Dance – This class explores all styles of dance utilized in Broadway shows. The focus is on physical style, storytelling, and techniques as related to different time periods, locations, and characters.

  • Vertical Dance/Site-Specific Dance Study

    Department of Music & Dance:
    This class explores the adventurous and stunning nature of site-specific and vertical dance. Students begin on the ground with basic movement concepts and practices and gradually move to practicing vertically. In addition to vertical, students explore site-specific dance–dancing in unexpected locations that lend new interpretation and possibility to choreography. Vertical dancing utilizes climbing gear, including top rope, harness, and GriGri belay devices. When ready, students try outdoor locations, such as suspended on a building wall, tree, or rock face.

  • Chinese I

    In this engaging, proficiency-oriented language-learning course, students master the basics of reading, writing, speaking, and understanding Mandarin Chinese while also discovering Chinese culture. Students are introduced to the pinyin system of Romanization (standard in mainland China) and use the Simplified character set (also standard in mainland China) when reading and writing. While Chinese is a demanding language to learn, key strategies and techniques are covered to help students become more effective language learners. In addition to activities from the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience. By the end of the year, students can express basic information about their daily life, family, and preferences, both orally and in written Chinese characters, as well as perform common life tasks in a thoughtful and culturally appropriate way.

  • Chinese II

    Building on the skills and vocabulary students acquired in Chinese I, this course challenges students to perform more complex tasks pertaining to travel and engaging with a larger community of Chinese speakers. Similar to Chinese I in its structure and expectations, this engaging, proficiency-oriented language course emphasizes reading, writing, speaking, and understanding Mandarin Chinese, while also stressing cultural awareness. Students use the pinyin system of Romanization (standard in mainland China) and the Simplified character set (also standard in mainland China) when reading and writing. In addition to activities related to the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience.

  • Chinese III

    Building on the skills and vocabulary students acquired in Chinese II, this course guides students in performing important tasks for independent living at college, including nurturing friendships, talking about schoolwork, and managing finances. Similar to Chinese II in its structure and expectations, this proficiency-oriented language course emphasizes reading, writing, speaking, and understanding Mandarin Chinese, while also growing students’ cultural awareness. Students are expected to use Simplified characters for all reading and writing assignments. In addition to activities related to the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience.

  • Chinese IV

    By the end of this course, students are increasingly comfortable using the language to express themselves more fully in speaking and writing. They give presentations to their classmates and write longer compositions. Students also are able to increase the degree of comprehension while listening to and reading Chinese. To further both of these goals and to improve accuracy, students add to the sophistication of their vocabulary and polish their use of grammar to communicate more effectively. In addition, Chinese IV focuses more on history, politics, and current events. Students have the opportunity to connect to Chinese-speaking cultures through music, essays, literature, photographs, art, authentic materials, and videos.

  • Chinese Cultural Studies ASR

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need 3 or more years of upper level courses.

    This advanced language course offers students the unique opportunity to explore ethnic groups in China, economic dynamics, and diverse cultural traditions. With 56 distinct ethnic groups in China, each possessing unique traditions, cultures, and even languages, students can focus on those that intrigue them the most. In the second trimester, students look into China's economics, exploring potential connections with ethnic groups and examining diversity within economic contexts. The third trimester is equally engaging, as students unravel the nuances of Chinese cuisines, exploring differences among ethnic groups and regions and uncovering the reasons behind these culinary variations.

  • Advanced Chinese Seminar - Honors

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students who complete this yearlong course continue to work in all areas of language acquisition (speaking, reading, listening, and writing) and will broaden their knowledge of Chinese and Chinese-speaking cultures through authentic sources. During this course, students are asked to speak and write authoritatively and insightfully in Chinese about the topics of each year's themes. The thematic focus may include: ancient and modern literature, current events, and a more in-depth study of Chinese politics, art, and history. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Advanced Chinese Topics - Honors

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students who complete this yearlong course continue to work in all areas of language acquisition (speaking, reading, listening, and writing) and will broaden their knowledge of Chinese and Chinese-speaking cultures through authentic sources. During this course, students are asked to speak and write authoritatively and insightfully in Chinese about the topics of each year's themes. The thematic focus may include: ancient and modern literature, current events, and more in-depth study of Chinese politics, art, and history. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • French I

    The French curriculum allows students to acquire basic practical vocabulary and fundamental grammatical structures while building cultural awareness. Goals include, but are not limited to, learning to ask and answer simple questions, describe people, express likes and dislikes, and narrate a short sequence of events. The culture and geography of French-speaking countries are also stressed. Students learn to comprehend spoken French through frequent exposure to authentic material via audio and video exercises, where emphasis is given to understanding the meaning of unfamiliar words through context. By the end of the course, they can communicate basic information. Students can expect in-class oral paired activities and nightly assignments.

  • French II

    French II continues the study of language by providing numerous practices to increase linguistic skills and vocabulary acquisition. The course also emphasizes structures needed for effective communication in most common situations. Classes include a variety of activities designed to increase fluency in speaking, understanding, reading, and writing. Students perform skits, create dialogs, and conduct interviews of their peers. Finally, students write paragraphs and respond in writing to oral, visual, or written cues, using appropriate grammar and syntax. Work is done both individually and in pairs, providing students with opportunities to use the language in a variety of ways. Assessment of student progress includes, but is not limited to, written tests and quizzes, oral interviews, compositions, and daily participation.

  • French III

    The primary linguistic goal of Level III French is to allow students to express themselves in increasingly more precise, detailed language. Special emphasis is also given to reading comprehension and written self-expression. Through projects, oral presentations, and written reports, students explore the cultural background of the French-speaking world, as well as contemporary daily life in France. Strong focus is given to practical language use, building reading skills, expanding vocabulary, and establishing a firm grammatical foundation in French. Assessment of student progress includes, but is not limited to, written tests and quizzes, oral interviews, compositions, and daily participation.

  • French IV

    French IV combines a review of French grammar and an expansion of vocabulary with an introductory study of Francophone literature and culture. French IV focuses on developing students’ written, oral, and aural skills so that they may begin to use French at a high intermediate level of proficiency. Students learn about contemporary life in Francophone countries; they also explore some of the literature that has shaped the French identity via authentic texts of Francophone authors.

  • Advanced French Seminar - Honors

    This course is offered in even graduation years.
    Students who complete this yearlong course explore French and Francophone culture, art, literature, and civilization through a variety of readings from authentic sources (texts, films, other media) intended for native speakers. Units may include the French education system, current events, and classic literature. The focus is on project-based learning and discussion of content. Previously learned grammar structures are reinforced with minimal introduction of new grammar. This course may be taken after French IV, and either before or after AP French. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Advanced French Topics - Honors

    This course is offered in odd graduation years.
    Students who complete this yearlong course explore French and Francophone culture, art, literature, and civilization through a variety of readings from authentic sources (texts, films, other media) intended for native speakers. Units may include the French education system, current events, and classic literature. The focus is on project-based learning and discussion of content. Previously learned grammar structures are reinforced with minimal introduction of new grammar. This course may be taken after French IV, and either before or after AP French. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Spanish I

    The Spanish I curriculum allows students to acquire basic practical vocabulary and fundamental grammatical structures while building cultural awareness. Goals include, but are not limited to, learning to ask and answer simple questions, describe people, express likes and dislikes, and narrate a short sequence of events. The culture and geography of Spanish-speaking countries are also stressed. Students learn to comprehend spoken Spanish through frequent exposure to the “real-life language” of native speakers via video programs and other resources, where emphasis is given to understanding the meaning of unfamiliar words through context. By the end of the class, they are able to communicate basic information. Students can expect in-class oral paired activities, group communicative exercises, and nightly assignments.

  • Spanish II

    The primary goal of Level II Spanish is to ensure that students acquire more vocabulary and grammatical constructs for practical communication in everyday situations. Emphasis is placed on strengthening the acquisition skills of reading, writing, speaking, and listening. Students still mostly use isolated words, lists, memorized phrases, and some personalized recombination of words and phrases; however, they begin to use these with more ease and attention to detail. They become increasingly comfortable speaking and writing in the present tense and begin using the imperfect and preterit tenses to narrate events in the past. Cultural topics are interwoven throughout the year, so that students come to appreciate the dynamic relationship between language acquisition and cultural competence. Written and oral assessments, short compositions, and an emphasis on daily classroom participation and preparedness play a key role in building skills. Additional resource materials such as short novellas, films, and online sources supplement the textbook.

  • Spanish for Heritage Speakers I & II - Honors (second year)

    This course is designed to offer students whose home language is Spanish an opportunity to study Spanish formally in an academic setting, in the same way native English-speaking students study English language arts. Many native/heritage students are partially bilingual and vary in their language skills, and this course is designed to expand their command of the Spanish language with further development of their reading, listening, writing, and speaking skills; vocabulary building; preparation in basic principles of composition and grammar, spelling, sentence structure, punctuation, accents, and paragraph organization; and study of Latin American and Spanish literature and culture, with selections from novels, myths, short stories, plays, and poetry. Class is conducted entirely in Spanish. Students study current events and analyze the political and socio-economic issues facing the Spanish-speaking world. Students are expected to participate orally through class discussion, debates, and presentations. Writing assignments for this course focus on developing creative, analytical, and persuasive writing skills. The differences between formal and informal language, both oral and written, are stressed throughout the year, in addition to deepening reading comprehension and critical thinking skills in Spanish.

    This course may be taken for two years and is a prerequisite for heritage speakers to take Advanced Seminar, AP Spanish Language, and AP Spanish Literature.

    At the end of Heritage I, students take a proficiency assessment to determine the next step in their progress and may take Spanish III, IV, or Heritage II, depending on their needs.

  • Spanish III

    Reinforcing the basic language skills learned in the first two years, Spanish III students participate in progressively more challenging conversations and are presented with more complex reading and writing material. Students produce longer and more detailed pieces of writing, both in and outside of class. They also continue to practice the receptive skills of listening and reading through use of technology, in-class discussions, frequent reading assignments, and videos.

    The main textbook is supplemented by readings from other sources, such as a book of Mexican legends for the summer reading, a short novel in Spanish, and other authentic materials. In addition, we view two educational feature-length films in Spanish to further students’ access to authentic spoken language and to build confidence in discussion. In Spanish III, discussion and writing builds students’ repertoire of vocabulary, while improving their syntax and the accuracy of their grammatical structures. Although students complete a thorough review of verb tenses and other grammatical topics at this level, it is also a year of learning many new verb tenses.

  • Spanish IV

    By the end of this course, students are increasingly comfortable using the language to express themselves more fully in speaking and writing. They speak in front of their classmates (both extemporaneous and prepared discourse) and write compositions of varying lengths and styles. Students are also able to increase their degree of comprehension while listening to and reading Spanish. To further both of these goals and to improve accuracy, students add to the sophistication of their vocabulary, polish their use of grammar to communicate more effectively, and integrate various verb tenses to their usable language. In Spanish IV, students connect to Spanish-speaking cultures through music, essays, literature, photographs, art, the internet, current events, authentic materials, and films.

  • Athletics - Competitive

    Two trimesters of athletics are required in Freshman and Sophomore years.
    One trimester of athletics is required in Junior and Senior years.

    The Department of Athletics encourages student-athletes, regardless of past experience, to try a competitive sport option. Previous experience or skill is not required; however, a commitment to the team, effort, and a positive attitude is! Students are encouraged to exceed the minimum requirement.  Students are encouraged to play at least one CHSAA-sanctioned sport during their time in Upper School.

    The Upper School athletic program (Grades 9-12) offers students various choices in establishing healthy lifetime activity patterns in coordination with a highly competitive interscholastic athletic program. Goals for all students include, but are not limited to, success against outside competition, building a strong sense of self-worth, learning lessons in human relations and collaboration, developing the ability to lead and follow, gaining specialized training in varied athletic skills, developing a mastery of sport-specific skills, cardiovascular conditioning, and demonstrating good sportsmanship.

    CHSAA- Sanctioned Competitive Sports Options

    Trimester 1
    Cross Country
    Field Hockey
    Golf, Boys
    Soccer, Boys
    Tennis, Boys
    Volleyball, Girls

    Trimester 2
    Basketball, Boys
    Basketball, Girls
    Ice Hockey
    Swimming/Diving, Girls

    Trimester 3
    Baseball
    Golf, Girls
    Lacrosse, Boys
    Lacrosse, Girls
    Soccer, Girls
    Tennis, Girls

  • Athletics - Non-Competitive

    Two trimesters of athletics are required in Freshman and Sophomore years.
    One trimester of athletics is required in Junior and Senior years.

    The Upper School athletic program (Grades 9-12) offers students various choices in establishing healthy lifetime activity patterns in coordination with a highly competitive interscholastic athletic program. Goals for all students include, but are not limited to, success against outside competition, building a strong sense of self-worth, learning lessons in human relations and collaboration, developing the ability to lead and follow, gaining specialized training in varied athletic skills, developing a mastery of sport-specific skills, cardiovascular conditioning, and demonstrating good sportsmanship.

    Independent Athletic Credit: Students already participating in athletic programs outside of school may complete a “Petition for Athletic Credit” to determine whether their programs meet the requirements to receive credit. Students must have participated in the activity for a minimum of 3 consecutive years before the request is made. The activity must include a competitive or public performance component. Independent credit is only given up to a maximum of one trimester in any one school year.

    A student may take any dance class in the curriculum for athletic credit for one trimester per year. A dance class may also be used to fulfill an art credit, but it cannot count for both types of credit during the same trimester.

    Credit for managing a CHSAA-sanctioned team is granted on a case-by-case basis and must be approved by both the Head Coach and the Director of Athletics. There is a maximum of 2 managers per team, and daily attendance at all practices and games is required. Specific team and program responsibilities will be outlined by the Head Coach of the program.

    Non-CHSAA-Sanctioned Club Sports & Non-Competitive Sports

    Trimester 1
    Climbing     - Every student in rock climbing is required to have climbing shoes. Students learn how to climb and belay in a safe manner. They hone their skills in a variety of environments and challenge themselves both mentally and physically. Participants are encouraged to compete in weekend Colorado High School Climbing League Competitions. Students may only enroll in this class one time per school year.
    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this course one time per school year.

    Ultimate Frisbee - Competitive Club Sport. Team plays in Altitude Youth Ultimate League.

    Trimester 2
    Climbing - Every student in rock climbing is required to have climbing shoes. Students learn how to climb and belay in a safe manner. They hone their skills in a variety of environments and challenge themselves both mentally and physically. Participants are encouraged to compete in weekend Colorado High School Climbing League Competitions. Students may only enroll in this class one time per school year.

    Racquetball - Racquetball is a lifetime sport offered for novice to intermediate players. Competition varies from year to year, from interscholastic matches to outside meets with high school and college club teams. This game is easy to learn and is guaranteed to be fast, furious, and fun. All equipment is provided. A fee is required to cover court rental, eye guards, and team shirts. Practices are off campus at Englewood Rec Center.

    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this class one time per school year.

    Trimester 3
    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this class one time per school year.

  • 10th Grade Experiential Education

    Curricular Activity:
    Interim - Each spring, students in Upper School participate in weeklong Interim trips designed to immerse students and faculty in experiences and pursuits that broaden their skills, test their abilities, and sharpen the awareness of the world in which they live. Whether they engage in artistic pursuits, service learning trips, or wilderness expeditions throughout the Rocky Mountains, students and CA alumni often describe this program as one of their favorite CA memories.
    • A weeklong immersive experiential program that includes the arts, outdoors, physiology, community engagement.
    • Promotes community building through small group interactions and cross grade interactions.
    • Provides challenging, hands-on experience.
    • Promotes student leadership through trip planning and execution.
    • Fosters grit and resilience through physically and psychologically challenging activities.
    Examples of past Interims include: Kayaking the Western Slope, Exploring the Canyonlands, Shoshoni Yoga, Blacksmithing, Ceramics in the Wild,  Archaeology in the Four Corners, Toy Shop, Gourmet Heaven, and more. In a typical year, 30+ Interim choices are offered.

    Recent Experiential Education Optional Local Activities:
    Trip ratings range from easy and moderate to difficult and from beginner and intermediate to advanced skill levels. These excursions are published annually, offered on weekends throughout the school year, filled on a first-come, first-served sign-up basis, charge a nominal fee, and are usually led by CA faculty and staff.

    South Platte River Fly Fishing
    Fishermen explore Colorado’s rivers and streams and get a lot of skill practice in patience and attention to detail. Students learn about watershed dynamics, fly-fishing strategy, fly pattern selection, and fish behavior. They learn to cast a fly rod, manage a line, hook and land trout, and take part in a quintessential Western sport.
    Additional Skills:
    • foster patience and attention to detail
    • bond with classmates outside of the classroom

    Rifle Mountain Park Climbing
    Rifle Mountain Park offers the best limestone sport climbing in North America. Rifle is approximately three hours west of Denver, near the town of Rifle, Colo. On this trip, students receive instruction on technical skills, climb spectacular sport routes, camp, and cook meals together. No prior experience is necessary.
    Skills:
    • learning climbing movement and terminology
    • learning belaying principles
    • understanding the construction and strength of climbing equipment, including ropes, harnesses, carabiners, and helmets
    • encouraging responsible risk taking and the benefits of challenge
    • fostering teamwork through effective belaying, coaching and support
    • learning about belay and climber safety checks and effective communication

    Eldorado Hut
    The Eldorado Hut is located five miles west of Turquoise Lake, near Leadville, Colo. The path into the hut winds through aspen forest for the first mile and gradually zigzags up a ridge on the north side of the lake. At the hut, views from the south window include a panorama of Bald Eagle Mountain and the 14,421-foot Mount Massive. Only one mile from the hut is fun glade skiing on Mushroom Mountain, and after returning from a tour, participants fire up the wood-burning sauna to finish off a great day in the Colorado backcountry.
    Additional Skills:
    • learning winter travel skills
    • providing opportunities for cross-grade interactions
    • promoting the principles of self-care (hydration, hypothermia, nutrition, pacing, etc.)
    • providing a novel experience
    • learning to prepare healthy and nutritious meals
    • learning to build a minimal fire
    • observing winter weather patterns
    • identifying avalanche terrain, snow instabilities, and how to travel safely in the backcountry

    Ice Climbing in Lake City
    The Ouray Ice Park is a man-made ice-climbing site in a beautiful natural gorge near Ouray, Colo. There is even a special area just for beginners. Home to more than 200 ice and mixed climbs, it has been called the best place in the world to develop ice-climbing skills. This trip is designed for beginners, and no prior climbing experience is necessary.


    Recent Exchange Programs

    Colombia: Spanish Language & Culture Immersion
    With Colombia’s turbulent past rapidly receding, the nation is in the midst of a boom. Economic growth, safety, and stability are on the rise in all corners of the country, and visitors are joyously rediscovering the remarkable diversity and warmth of this gateway to South America. This hybrid exchange and travel program allows students to connect with the Colombian people, from shadowing high school peers in the capital Bogotá to exploring Afro-Indigenous traditions in the Caribbean port town of Cartagena. Two weeks after returning home, with Spanish still fresh on their tongues, students have the opportunity to reciprocate the hospitality.

    Colegio Virgen de Europa , Madrid, Spain
    CA students are paired with Madrid students to promote and improve their cultural and linguistic awareness. This exchange encourages students to build confidence and fluency in a second language and go out into the world to experience another culture firsthand. Central to this experience is the homestay, because it gives participants interaction with native speakers and language use in natural context. The school provides opportunities, both academic and extra-curricular, for students to understand and explore the culture of the other country. CA students travel in the fall and host in the following spring.

    Current Travel Programs, Interim and Optional
    Authentic Mexico Adventure - Service Adventure - Spring Break
    Students will immerse themselves in the true fabric of Mexico, including art, food, culture, language, and history. This experience includes exploring Mexico City’s vibrant art scene, rural homestays, adventure travel, and meaningful service projects guided by community partners.
    Mexico’s perfect white sand beaches, rugged canyons, tropical jungles, and arid plains are inhabited by some of the world’s nicest people, all of whom enjoy some of the world’s best food. The same is true for Mexico’s megacities, colonial hamlets, and dusty outposts. Our neighbor to the south truly has it all, yet few visitors experience the real Mexico. Our programs will show travelers the true fabric of Mexico, from small food stalls of Mexico City to pre-Columbian Zapotec ruins, as we travel between Mexico City, Puebla, and beyond.

    Chinese Language Immersion in Vancouver - Language Immersion - Spring Break
    This trip gives students a fantastic opportunity to explore the multicultural Asian environment of Vancouver. With almost 30% of its population as ethnic Chinese, the city and its surrounding
    suburbs are rife with historic sites and distinct neighborhoods that reflect a rich heritage. Students will practice language skills in many fun activities like Mahjong workshop, dumpling/dim sum making, calligraphy, and Chinese art.

    Colombia Adventure - Service and Language Immersion - Interim

    Students will have the opportunity to explore the historic center of Medellin and complete homestays and service projects in the remote and picturesque village of Jardin de Antioquia. The group will immerse themselves in the rich culture and history of Colombia and gain a valuable understanding of the conflict resolution and peace process that has transformed Colombia in recent years from civil war into a vibrant and welcoming country.

    The Island School, Eleuthera, Bahamas - Marine Science & Field Research -     Interim
    This experience offers students the ability to step outside their comfort zone to focus on experiential learning and field and ocean research at one of the top facilities in the Caribbean. Students will build on science coursework in environmental chemistry and climate change, as they explore topics such as ocean acidification and renewable energy. This transformative experience encourages students to take a leadership role, enabling them to make meaningful changes in their own communities.

    Iceland - Photography, Climate Science, Travel - Summer

    Calling all intrepid photographers and scientists who have a thirst for adventure. Let us explore the amazing nation, Iceland, and investigate how we could be leading a more sustainable lifestyle.
    Our trip takes you to the most spectacular and otherworldly landscapes in a nation that prides itself on zero use of fossil fuels and single-use plastics. Whether it be enormous glacier lagoons where icebergs float and flow out with the tide to the shores of the black sand beach. Where we may also see seals, puffins, and the gentle giants of the sea, whales. This trip will be unforgettable and one in which you will return with a newfound appreciation of the world and how we can work towards creating such sustainability and conservation here in Denver.

  • 9th-12th Grade Library & Research

    Digital Citizenship
    Students:
    • Learn how to use digital technologies responsibly
    • Understand the positive and negative roles digital media play in their lives
    • Understand the definition of cyberbullying and know how to avoid it
    • Understand all of the different types of online relationships
    • Understand the consequences of oversharing online

    Use of Research Tools
    Students:
    • Use the CA library catalog and databases to locate print and electronic resources in the school’s collection
    • Use CA LibGuides to access project-specific resources
    • Generate useful, efficient search terms and use various search strategies to conduct queries that will lead to narrow, focused results
    • Know the difference between Fiction and Nonfiction and how to locate books on the shelves by call numbers
    • Know the difference between a website and a database
    Source Selection, Documentation, and Organization
    Students:
    • Closely evaluate Internet resources to ensure they contain reliable, factual information
    • Distinguish between relevant and irrelevant information to meet specific research goals
    • Know when to discard/abandon sources as research needs shift
    • Work with a librarian for individualized assistance on the research process
    • Understand the difference between direct quotes, paraphrasing, and summaries and use all three correctly
    • Know the difference between primary and secondary sources
    • Understand what plagiarism is, how to avoid it, and the consequences of plagiarizing
    • Understand what an annotated bibliography is and successfully format and create one
    • Understand the importance of a Works Cited page and be able to cite and format sources appropriately
    • Understand what an in-text citation is and how to use them appropriately while writing
    • Follow the rules of copyright and fair use when using multimedia sources
    News Literacy
    Students:
    • Understand what it means to be a responsible news consumer
    • Distinguish between legitimate news and fake news
    • Be able to use various tools to evaluate Internet sources
    • Be able to gauge reliability and credibility of news reports (broadcast, print, Internet, etc.)
    • Know the difference between fact and opinion; recognize bias

  • 10th Grade Advisory

    Sample Advisory Discussion Topics, Grades 9-12:
     
    • Transitions: into Upper School, grade-to-grade, leaving CA and going to college
    • Study habits and organizational skills, establishing community norms (NAIS standards)
    • Self-advocacy
    • Friendships and healthy relationships, peer pressure
    • Managing holiday stress, appropriate self-care
    • Goal-setting for the short and long term
    • Disordered eating, healthy body image
    • Alcohol and drug use
    • School-wide topics introduced in Town Meetings, PlatFORUM, Think & Drive Day and other themed days
    • Other topics that each advisory chooses to discuss

Grade 11

List of 139 items.

  • Introduction to Computer Science

    This engaging introductory course introduces students to the exciting discipline of Computer Science. In this course, students develop an awareness of important computer science principles, such as programming, software-hardware interaction, and conceptual and formal design models. Programming topics covered include basic control structures (sequence, loops, branching), variables, abstraction, and simple array processing. Students develop strong computational thinking skills that they can apply in many other disciplines, such as robotics, mathematics, science, music, and art. Each student completes a well-planned and -designed larger programming project.

  • Introduction to Robotics

    Robotics is not only the future, but also the present. Robotics is a project-based course where students design, build, and program working prototypes of autonomous and interactive robots using a robotics system. This introductory course familiarizes students with programming, sensors, and automation. Students hone critical computational thinking skills needed to succeed in both the 21st century's workforce and in everyday life. Robotics encourages creativity, teamwork, leadership, passion, and problem-solving in groups. Best of all, robotics is fun!

  • Robotics ASR

    Advanced Robotics is for students who wish to take their robotics skills to the next level. This almost entirely student-led course is centered around the Vex Robotics Game for the year (announced each May for the following year). Students work in teams to analyze the game rules, develop a strategy and project timeline using Gantt charts, design their robot digitally in CAD, build and code their robot, and test and iterate on their design. Students are required to compete in two Saturday tournaments, as well as at the State Tournament if they qualify. This course is repeatable in subsequent years.

  • AI and Machine Learning ASR

    Machine Learning is a highly in-demand branch of Artificial Intelligence (AI), where computer programs can learn from processing data to make decisions. Countless industries are seeking to fulfill the promise of AI to create efficiencies, detect and predict issues, and help make data-driven decisions. This course covers fundamental AI concepts, such as supervised/unsupervised learning, as well as ethics and bias in AI, and heavily involves college-level mathematical concepts.

  • Advanced Topics in Computer Science

    This course is intended for highly motivated students with a strong programming background who are interested in advancing their programming abilities beyond an introductory level and who desire to engage in independent learning. This project-based class does not focus on any particular programming language or topic and instead allows students to pursue applications of computer science in different areas of interest.

  • Computer Science Principles ASR

    Computer Science Principles ASR introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. With a unique focus on creative problem solving and real-world applications,  Computer Science Principles ASR prepares students for college and careers. This course introduces students to the central ideas of computer science, instilling the ideas and practices of computational thinking. The curricular framework for this course includes: creativity, abstraction, data and information, algorithms, programming, the internet, and global impact.

  • AP Computer Science A

    This course covers the Advanced Placement Computer Science A curriculum, focusing on the Object-Oriented Programming language of Java. Topics include the essentials of OOP, classes, methods, graphics, input/output statements, if statements, loops, strings, recursion, one- and two-dimensional arrays, searching, and sorting. The emphasis of this course is on problem solving, software engineering, and ethics. Students learn systematic ways of breaking down problems and writing well-documented programming code. This class covers material typical in a first-semester college Computer Science course.

  • Advanced Computer Science and Data Structures

    This course covers advanced programming topics with an emphasis on data structures (sets, maps, stacks, queues, lists, and trees), and algorithm efficiency (Big-O notation). In addition, students examine advanced programming algorithms, such as sorting, searching, and recursive arrays. Students enhance their knowledge of Java and advance their programming skills to a higher level. This course also includes selected computer science topics, such as digital electronics, assembly language programming, cryptography, and machine learning. Only students with an advanced level of programming experience should enroll in this course. The course covers second-semester college-level material beyond the AP Computer Science A course.

  • The Anxiety of Influence - ASR

    This course explores how intertextuality enriches understanding of literature. Using T.S. Eliot’s “The Waste Land” as the core text of the class, students sift through the past, beginning with sacred Hindu texts that underpin Eliot’s poem. Students read and discuss a host of literary influences that speak directly to Eliot’s work and move toward a fuller understanding of Eliot’s impact on other works and authors. As Anthony Lane wrote in “The Shock and Aftershocks of ‘The Waste Land,’” the poem is “a symphony of shocks, and like other masterworks of early modernism, it refuses to die down…the shocks have triggered aftershocks, and readers of Eliot are trapped in the quake. Escape is useless.” This course examines the shocks and aftershocks of influence. Authors may include Derek Walcott, Dante Alighieri, John Milton, William Shakespeare, and Jessie Weston. Note: This is a 2-trimester course.

  • Prizewinners Now - ASR

    Each year, literary prizes are conferred for the most distinguished texts: the Pulitzer, the Neustadt, the Nobel, the Booker, and the National Book Award. While each of these prizes has distinctive qualities, they all aim to honor the “best” literature. This course asks: What makes a work of literature worthy of a prize? How does a prize-winning text differ from a bestseller? What do juries’ responses to literature reveal about both the literature and the jury? How do critical responses to literature shift over time? Students study a variety of the year’s award winners and interrogate the awards in three ways: quantitatively (identifying and evaluating the measurable qualities of award winners); philosophically (pursuing an understanding of aesthetics, taste, and beauty); and sociologically (asking questions about the cultures from which literature, juries, and critics emerge). Authors may include Barbara Kingsolver, Ananda Devi, Justin Torres, and Hernan Diaz. Note: This is a 2-trimester course.

  • Junior Writing Seminar** - Honors

    The Junior Writing Seminar allows students to move from more personal writing about memories, places, and people in their lives to more traditional forms of creative nonfiction. Along the way, students read important models of literary nonfiction, as well as work with visiting writers to refine skills in these multiple expository forms. The seminar stresses the importance of revision in the writing process. At the end of the trimester, students compile their polished essays into a portfolio that showcases their growth as writers and thinkers.

  • Fiction and Film - Honors

    Students may love going to the movies, but they probably don’t yet have a real vocabulary with which to talk about, assimilate, or assess them. This course introduces students to the language of film, using many of the same analytical models applied to literature. Students undertake this intensive study by looking at films that began as fiction—short stories, plays, novellas, myths, and novels—and study the works both as literature and as film. The films and literary works cover a range of contemporary and "classic" texts from writers such as Ted Chiang, James Baldwin, Roald Dahl, P. D. James, Daphne DuMaurier, and William Shakespeare. This class emphasizes critical writing and thinking about both literature and film, with most of the class time devoted to discussion, close reading, and critique of the texts. Students, therefore, are required to view most of the movies outside of class.

  • Fiction Writing - Honors

    Students in this course write and revise several drafts of their own original short fiction. They produce work of varying lengths and types, leading to the creation of a portfolio by the end of the trimester. Using the workshop model in which small groups and the whole class offer constructive critiques of peer manuscripts, students learn by reading and responding to their peers’ work as well as by studying the craft of fiction in the stories of a variety of short fiction writers. Authors may include Tiphanie Yanique, Tobias Wolff, George Saunders, Rajesh Parameswaran, Julia Alvarez, and Sam Lipsyte.

  • Forbidden Knowledge - Honors

    This course explores various treatments of a common theme: that limits on human knowledge exist for a reason. Students investigate and evaluate in world literature the consequences of overstepping the bounds of human nature. "Forbidden knowledge" includes information, understanding, awareness, and consciousness that may be inaccessible or otherwise unattainable. These paths to knowledge are forbidden by religious, moral, or secular authorities; are seen as dangerous, destructive, or unwelcome; and they are often expressed in unconventional or unfamiliar ways. Authors may include: Goethe, Huxley, Shelley, and Morrison.

  • Literature and Law - Honors

    Legal cases and stories are both about people and the complicated, messy relationships that they get into. A trial includes many of the same elements that are found in a story: a conflict between a protagonist and an antagonist, a narrative built around a series of events populated by characters with various and often conflicting points of view, and ultimately some kind of endpoint. In this course, students look at some of the many works of literature that involve legal cases and trials, and how literature and law function in different ways and toward different goals. Authors may include Herman Melville, Agatha Christie, Bryan Stevenson, Margaret Atwood, and Franz Kafka.

  • The Mystery Novel - Honors

    Over the course of nearly 200 years since the mystery story as we know it came into existence, the genre has transcended its origins as a mere “whodunit” puzzle to become a remarkably adaptable form of storytelling, through which writers have explored issues such as morality, justice, law, social order, heroism, and existential confusion. And of course, at the center of each mystery is the character who is attempting to solve it, giving us iconic fictional detectives who have become better known than the works in which they appear: Hercule Poirot, Miss Marple, Sam Spade, Philip Marlowe, Easy Rawlins, and of course, Sherlock Holmes. This course explores the mystery novel from its 19th-century roots to contemporary reimaginings of what the mystery story can be. Authors may include: Christie, Chandler, Hammett, and Atwood.

  • Nigerian Literature - Honors

    This course explores the literary imaginations of contemporary authors in the developing nation of Nigeria, the largest in Africa. Students gain a better understanding of Nigerian people and culture through topics such as national politics, the lasting impact of colonialism, oral storytelling traditions, and the rich diversity of religious experience. Authors may include Chimamanda Ngozi Adichie, Chigozie Obioma, Romeo Oriogun, Chibundu Onuzo, and Chinua Achebe–often considered the grandfather of contemporary African fiction.

  • Plays: From Literature to Ritual - Honors

    Plays are performance rituals that require the harmonization of three equal elements: structure (the script), interpretation (the actor), and observance (the audience). Using David Ball's seminal book Backwards & Forwards as its touchstone, this course examines the unique space scripts occupy as both rich literary documents and technical blueprints that provide actors the necessary structure to manifest a powerful artistic expression: the live dramatic production. This course begins in a familiar place for students of literature, analyzing how playwrights use theme, imagery, language, and characterization to create rich and meaningful works. While this is not an acting class (and no acting is required), students also learn how to interpret a script as actors. This requires radically different script-reading techniques and interpretive tools that ultimately lead the actor to a more nuanced, three-dimensional performance. Observance, of course, requires an audience. Students may attend a production of one of the plays covered in this course in Denver's thriving theater community. This class is co-taught by the English and Theater Departments. Authors may include Lynn Nottage, August Wilson, Tony Kushner, David Henry Hwang, and Steven Karam. 

  • Rhetoric: The Art of Public Speaking - Honors

    Rhetoric is a Greek word meaning the art of effective or persuasive speech or writing. In this class, students analyze classic public speeches of the past, as well as some of the most powerful contemporary examples from public speeches, TED Talks, and social media. Students consider persuasive writing and look at some “modern persuaders” in business and the language of sales. Students also learn the fundamentals of public speaking. Central to the class is the writing and performing of one original ten-minute speech. Students are required to present their speech at least once in a public setting beyond the classroom.

  • Russian Literature - Honors

    In America and Americans, John Steinbeck proclaims, “If I only read Russian history I could not have had the access to Russian thinking I have had from reading [Russian literature]. History only recounts, with some inaccuracy, what they did. The fiction tells, or tries to tell, why they did it and what they felt and were like when they did it." In this course, students consider the “why they did it and what they felt” of Russian and Soviet literature through the contexts of social change, justice and punishment, industrial and scientific progress, and Russian national identity. As such, this course looks closely at the history, religion, philosophy, and politics of this world power through the analysis of novels, poems, and plays that have become staples of Russian literature. Authors may include Ivan Turgenev, Leo Tolstoy, Fyodor Dostoevsky, Anton Chekhov, and Aleksandr Solzhenitsyn.
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  • Shakespeare - Honors

    This course explores the major works of William Shakespeare. Through close reading, as well as analytical writing, students appreciate not only the specific texts but also the workings of Shakespearean comedies, histories, and tragedies as a whole. Additionally, students interrogate how Shakespeare’s protagonists respond to the challenges placed before them. Finally, students articulate their understanding of Shakespeare’s themes, language, and literary and dramatic devices as they respond to given prompts and dramatize selected scenes from Shakespeare’s plays.

  • Southern Gothic - Honors

    William Faulkner once said, “The past is not dead. In fact, it’s not even past.” With the idea that the past informs not only the present but also the future, this course looks at the desperation and disintegration of Southern traditions and aspirations. Faulkner worked to create a new voice for the American South, while Flannery O’Connor exposed the failure of Southern expectations. Writing against the generalized mourning for an antebellum ethos, Richard Wright shines light on the plight and resiliency of Southern Black Americans. Contemporary authors Kiese Laymon and Jesmyn Ward carry on the tradition of questioning, exposing, and celebrating unique, regional voices. Despite their roots in a defeated region, these writers triumphed in creating an enduring form of literature.

  • Economics in Theory and Practice - ASR I

    This course introduces students to the core ideas of economics, including scarcity, allocation of resources, tradeoffs, the function of free markets, monetary and fiscal policy, the financial system, and international exchange, as well as the application of those ideas in the real world. The curriculum provides a full introduction to the field of Macroeconomics that prepares students to take the College Board’s AP Macroeconomics exam if they choose to do so, but it also exposes students to the field of behavioral economics and requires the production of a unique piece of synthetic research in the area(s) of global interaction, macroeconomic policy, and/or economic development. This is a yearlong course.

  • History of Ideas and Inventions ASR I

    Eyeglasses, plumbing, elevators, surgical masks, lightbulbs, airplanes, cameras, the internet, and smartphones…all of these began as an idea, came to life through an invention, and then changed the world. This course aims to explore the emergence, development, and impact of ideas such as the ones listed above—and so many more. Students look at innovations from around the globe and consider the systems that allowed for their development and the changes that emerged from their implementation. Students also examine constructs of access, failure, oppression, and inclusion within innovation. While very much a history course, students draw on cultural studies, literature, ethics, religion, science, engineering, the arts, and economics in their examinations. Topics include, but are not limited to, Renaissance art, Enlightenment philosophy, 19th-century medical discoveries, the Scientific Revolution, modern economic structures, and military advancements.

  • Age of Empires - Honors

    This course explores a series of issues central to the character of global empires—the causes of their expansion, the drive for military security, the psychology of colonial dominion, their ecological and economic transformations, the rise of nationalist resistance, and the dynamics of imperial decline. From the Mongol and Holy Roman Empires of the medieval world to the Japanese and British Empires of the Industrial Age, students study the rise and fall of some of the most influential political forces in world history.

  • American Social Movements - Honors

    This course delves into the dynamic and transformative era of the 1960s and 1970s in America, examining the profound impact of social movements that shaped the nation's sociopolitical landscape. Through a comprehensive exploration of the civil rights movement, anti-Vietnam War protests, feminist activism, and other pivotal campaigns, students gain a nuanced understanding of the forces that fueled these movements and how they intersected and influenced each other. Students analyze the strategies, leaders, and grassroots efforts that defined this period, exploring the role of marginalized communities in challenging systemic injustices. By examining primary sources, documentaries, and scholarly works, students critically assess the successes, limitations, and enduring legacies of these movements, fostering a deep appreciation for the individuals who courageously fought for social justice and the profound societal transformations that ensued. Students engage in thoughtful dialogue, fostering a holistic understanding of the complexities surrounding activism in the 1960s and 1970s, and draw connections to contemporary social issues.

  • Competitive Debate - Honors

    This course focuses on learning the principles of debate, researching topics based on contemporary and philosophical conversations, and developing argumentation strategies to deploy in interscholastic competition. Students have the opportunity to learn Lincoln-Douglas, Public Forum, and World Schools debating formats, and compete with students across the country in various tournament opportunities. Within the class, students develop research-based argumentation, understand ethical challenges within research, and develop rebuttal strategies to effectively counter opposing cases. Competitions require time commitment outside of the classroom. Note: This class is also open to Tenth Grade students and can be taken multiple times.

  • Contagion: A History of Epidemics - Honors

    Life has changed significantly since the onset of the COVID-19 pandemic in March of 2020. Unsurprisingly, this is not the first pandemic to impact the world and shift individual, societal, and governmental choices. This class aims to frame the most recent pandemic by exploring past diseases: where and how they emerged, why they spread as they did, how countries and governments attempted to cope in the face of these challenges, and in what ways societies changed as a result. Students learn about diseases such as the bubonic plague, smallpox, cholera, measles, influenza, AIDS/HIV, and SARS. This is very much a global study of disease and includes a diversity of locations, including Russia, Mexico, Fiji, England, China, Spain, and the United States. Students explore past pandemics through an interdisciplinary lens, considering not only history but also public policy, sociology, healthcare, statistics, geography, and literature.

  • Economics and Finance - Honors

    This course introduces students to foundational macro- and microeconomic principles arising from the central problem of economics: how to allocate scarce resources in an environment of unlimited wants. The course touches upon the function of free markets, government intervention in the economy to achieve stability and growth, financial assets and institutions, international trade and interdependence, and personal finance.

  • Gender Studies - Honors

    This class explores how forces within society—e.g., family, media, school, science—help to create, regulate, and reinforce gender. Through a combination of reading, writing, film-viewing, discussion, and independent research, students investigate how gender overlaps and interacts with other aspects of identity—such as race, class, ethnicity, sexuality, religion, political affiliation—all the while calling these categories into question. Though focused primarily on the United States, this class also explores the way people across the globe “do gender,” ultimately leading students to a more nuanced understanding of the impact this aspect of identity has upon the society in which we participate and in their own day-to-day lives.

  • Genocide - Honors

    The horrors of the Holocaust led to unprecedented international action to ensure that genocide would never happen again. And yet, episodes of human cruelty, mass murder, and genocide overwhelm the historical record up to the present day. In this course, students study how genocide works: its prerequisites, its warning signs, and how it is carried out. This course asks: How are the categories of war, mass murder, and genocide constructed? Under what conditions do societies engage in war, mass murder, and genocide? Who and why do various segments of a society become victims and victimizers? What social psychological factors are at play in justifying war, mass murder, and genocide? What role does the state play in the development, implementation, and justification of war, mass murder, and genocide, and also in their prohibition, obstruction, or cessation?

  • Global Commons - Honors

    The Global Commons—the High Seas, Atmosphere, Polar Regions, and Outer Space—are areas filled with a remarkably rich history of global cooperation by state actors. As non-state actors begin to emerge within these spaces and as the geopolitical priorities of countries shift, these areas—often referred to as the common heritage of humanity—are facing unique challenges within these quickly evolving landscapes. This course examines theoretical and legal frameworks established to deal with emerging contemporary issues in these shared spaces and discusses potential opportunities for cooperation and conflict for the world at large. Through policy analysis, class debates, case studies, and the construction of a position paper, students have the chance to formulate and express ideas about some of the most pressing issues facing the Earth and beyond.

  • Good Governance - Honors

    This class asks a simple but important question: is there such a thing as a good government? The course begins with a theoretical approach to the idea of effective governance, examining a variety of philosophers who have explored this concept on their own. Political theorists include, but are not limited to: Plato, Hammurabi, Machiavelli, Ibn Rushd, Rousseau, Montesquieu, Bentham, Smith, and Marx. Once students have a firm grasp of important historical frameworks for governance, they apply them to the world around them. How can one understand government structures and the choices made by political actors through the lens of past philosophy? Case studies include, but are not limited to: the Hague War Crimes Tribunal, Bhutan’s Gross Happiness Index, Scandinavian Shared Parental Leave plans, China’s One Child Policy, Israeli Defense Forces, and the Vatican. Students leave the class with a good understanding of important political philosophies, as well as an appreciation for how to apply those ideas to the world around them.

  • Immigrants in American History and Life - Honors

    Long considered a “nation of immigrants” and a “melting pot,” there is no denying that America is a country that was birthed, built, molded, and bettered by immigrants. But the story of immigration to America is multifaceted. This course traces the history of immigration and the meaning of citizenship from America’s very beginnings to the present day. Students investigate the many issues, events, and controversies surrounding the history of American immigration: questions of inclusion and exclusion, settlement patterns, issues of race, gender, and ethnicity, and the evolution of federal immigration policy. As we move chronologically through time, students are encouraged to critically analyze, question, and critique commonly held narratives surrounding immigration by examining a wide variety of primary and secondary sources to substantiate their interpretations. This course places particular emphasis on exploring lived immigrant experiences throughout American history, and specifically, lived immigrant experiences in the Denver area. Throughout the semester, students conduct independent research, engage in mock debates on immigration issues, and apply historical context and perspective to current events surrounding immigration.  

  • International Relations - Honors

    Dive into the fascinating world of foreign policy, where superpowers clash, alliances are forged, and the fate of nations hangs in the balance. This course explores the complex web of relationships between countries, from historical rivalries to modern-day partnerships. Students analyze the forces that drive global conflicts—from resource scarcity to ideological differences—and brainstorm creative solutions to pressing issues like climate change and terrorism. Through simulations, debates, and guest speaker presentations, students step into the shoes of diplomats, negotiators, and world leaders. Students hone research and communication skills as they tackle real-world case studies and current events. By the end of this course, students are equipped to navigate the complexities of international relations with confidence, and maybe even change the world, one treaty at a time!

  • Modern Mexico - Honors

    This course surveys the recent national history (from approximately 1900 to the present) of a country of great importance to the United States and the rest of the Western Hemisphere. Students explore the incredible diversity of Mexico and how people of distinct regions, racial and cultural backgrounds, and social classes—from both urban and rural areas—experienced the Porfirian Dictatorship, the Mexican Revolution, the PRI's political consolidation, and the democratic era since the year 2000. 

  • Nazi Germany and the Holocaust - Honors

    This course explores the mass murder of European Jews by the Nazis during World War II. Students learn about the roots of anti-Semitism in European history, as well as the rise of Adolph Hitler and the National Socialist Movement in Germany. The course looks at how the Third Reich planned and implemented a vision of removing Jews from history, as well as the complicit nature of the Soviet Union and other Eastern European states. Students examine how the Holocaust affected German life, and also how Jews resisted in the face of near overwhelming oppression. Finally, the course examines how the Western Allies did and did not respond to the plight of European Jews both before and during the war, and the central role the Holocaust played in the creation of the state of Israel.

  • Pre-Columbian Andes - Honors

    This course examines the development, flourishing, and declines of the major Andean civilizations, with emphasis on the Moche, Wari/Tiwanaku, and Inka, from the earliest human settlement through the early 1500s. This class offers a unique opportunity to introduce students to radically different mindsets and worldviews. It makes clear the achievements of peoples who were far from the circum-Mediterranean (where many assume all civilization developed). It also presents people who are usually cast as victims of colonization in a far more complex light. This course calls on students to extend the skills they have developed in history classes, such as primary source analysis, in a more intentional and strategic way because of the nature of the existing primary sources. It also introduces students to the basics of art historical analysis, cultural anthropology, and archaeology, and how these approaches can shed light on the distant past.

  • Religions of the World - Honors

    This course presents a comparative study of Hinduism, Buddhism, Judaism, Christianity, and Islam. A major emphasis of the course is understanding these religions from a historical perspective: their origins, evolution, and development over time. The first objective of this class is to determine how each of these religions thinks about the world by studying their respective basic doctrines, practices, key people and events, and great texts. The second objective is to continually ask how these religions are similar and how they are different. Students learn how religions function in the 21st century, including how religion helps people to orient themselves in time, space, and place; the ways in which religion interacts with politics, economics, law, power, privilege, and gender relations; and the problem of religious violence and terrorism.

  • Supreme Court - Honors

    This class focuses on the United States Supreme Court through both historical and contemporary lenses. Students begin by looking at the structure of the Court—its origins, constitutional parameters, composition, and selection of cases. Students discuss and debate topics, such as how many justices should serve on the Court or whether life appointments should still exist. After establishing a solid base in the workings of the Court, students turn to case studies, organized by theme and constitutional questions, and consider them as a group. Themes include the right to privacy, equal protection before the law, crime and punishment, and free speech—to name but a few. In the final weeks, students turn to the current Court’s docket and debate the merits of upcoming cases. By the end of the class, students have a firm grasp of the history of the Court, how it has shaped constitutional law and public policy in a number of areas, and what challenges it faces in the modern era.

  • War on Terror - Honors

    This course examines the terrorism in the late 20th century and the events that led to the 9/11 attacks. Students learn about the ideology and belief system of jihadist radicals, including al Qaeda and ISIS. They also examine the response to 9/11 by the Bush Administration, including the decision to send American troops to Afghanistan and Iraq. Students study the foreign and military policy of the Obama administration as they struggled to contain and suppress the spread of radical Islamic terrorism. Students also learn about the experience of American soldiers as they served in Iraq and Afghanistan.

  • Years that Rocked America: 1968, 1989, 2001 - Honors

    In this course, students examine three pivotal years in 20th- and 21st-century American history to better understand how the events of these years transformed American society and foreign policy. For 1968, students investigate the social movements that promoted reform throughout the 1960s (the Civil Rights Movement, the Black Power Movement, the Chicano Movement, the Gay Rights Movement, and the Women’s Liberation Movement). Each of these movements came to a head in different ways in 1968, so students are pushed to examine the changes and continuities that the events of 1968 ushered in for the movement. For 1989, students study how the United States was transformed in the wake of the collapse of the Soviet Union. To what extent did America’s role in the world change and to what extent did it stay the same? How did American values and priorities at home shift as a result of the end of the Cold War? Finally, students investigate the short- and long-term impacts of the 9/11 attacks on the World Trade Centers to better grasp the domestic and foreign implications of the attacks for American citizens and the American nation.

  • REDI Lab Overview

    The U.S. represents almost 5 percent of the world’s population, yet it is home to more than 60% of the Nobel prizes awarded—more than 400 in total, led by the prize for physics (Dillinger). What inspires this creativity, ingenuity, and success? Research, entrepreneurship, design, and inquiry (REDI Lab), coupled with a design ethos, a permission mindset, self-awareness, and creativity.
     
    In this program, students practice the hallmark of a CA education: experience and student agency. This is done by innovating around space and time. Space—students commute to and work out of the REDI Lab Coleman Center. Time—students design a schedule incorporating self-direction so that time can be realigned to accommodate taking on a project or an idea. In all REDI Lab course offerings, students learn from a place of curiosity, conduct deep research around novel ideas, and then get out into the world to design and test solutions. 

    In community with peers and in Denver, participants make meaning during the REDI Lab program by understanding that deep learning soars when learners work in community and alongside one another. Every member of a REDI Lab experience is carefully guided through a process of unlearning; they learn how to be reflective and metacognitive and they practice the skills that are necessary to be successful in life beyond high school.

    The REDI Lab program is designed using principles and concepts taken from industry and the business world—specifically Silicon Valley. Our values are agency, creativity, and community. Our “why?” is to build community around individual student passions and ideas and create value by sharing them. We invite students to join us in this optimistic wager to uncover more of what’s possible.

  • REDI Lab

    Eleventh and Twelfth Grade students may apply to participate in the REDI Lab during the second or third trimester. The process to join begins by discussing the options with an advisor, teacher, and/or member of the REDI Lab team. Considerations around course schedule during a given trimester, involvement in extracurriculars, and work toward the completion of graduation requirements are the primary factors to consider when choosing Trimester 2 or 3. This choice and agency is the beginning of self-directed learning to discover more of what’s possible in education with the support, guidance, and help from CA and REDI Lab faculty. After submitting an interest form, students meet with a member of the REDI Lab to discuss schedules, project aspirations, and interests to discern what trimester option would be best. Once an offer is made to join a REDI Lab Trimester cohort, students may choose to join, decline, or defer to the next school year.

  • Mindsets of Design & Innovation in a Postnormal World

    In an era marked by rapid change, complexity, uncertainty, and ambiguity—referred to as "postnormal" by scholars—this course aims to equip students with essential skills and methodologies crucial for navigating, innovating, and excelling in such versatile environments. In this course, students are invited to embrace the challenges and opportunities of an ever-evolving and unpredictable future and learn the design tools and mindsets that will help them navigate it. Students use what they learn to work on design challenges related to the disruptive technologies and global shifts that are pushing us into uncharted territories as a world, helping students cultivate resilience in uncertainty and apply their creativity to think through complex problems as forward-thinking citizens.

  • Inquiry, Imagination, Identity: Past & Present

    Human history can be understood as a story of the interplay between questions, dreams, and ego. The transformative power of this interplay has led to the complexities of identity that people enjoy today, both good and bad. This course explores the intersections of inquiry, imagination, and identity in different societies at different times in history as a vehicle to understanding human experience. Overall, the course also serves as a journey of self-discovery in which students develop the skills to engage in the diverse stories that shape their world, then produce and share projects that solve some of the world’s most pressing issues.

  • Global Design & Social Innovation

    This course focuses on the exploration of the question—What would happen if a generation of human ingenuity was unleashed with the goal of improving the human condition for all people? Over the past decade, many industries have begun to emphasize design and creativity as a path toward overcoming “crises, from climate change to fragile states and youth unrest.”  This course examines the complexity of contemporary problems in the world along with the opportunities to solve them using global perspectives. Using design thinking and innovation, students work with businesses or non-profit organizations to develop unique solutions for them. In preparation for this project, students explore design through challenges that range from propaganda and traffic to technology and social issues.

  • Math 3: Non-Linear Functions and Trigonometry

    Math 3 is a continuation of the content of Math 2. Topics include exponential and logarithmic functions , powers, inverses, and polynomials. Trigonometry is integrated throughout the course, including a study of the unit circle.

  • Precalculus

    In Precalculus, students explore concepts that help them prepare for both calculus and statistics. The course begins with a thorough analysis of relations and functions, both algebraically and graphically. Functions of emphasis include linear, quadratic, polynomial, exponential, and logarithmic. A major component of this course is the study of trigonometry, including its real-world applications, and graphs of trigonometric functions. Statistics topics include one-variable data analysis and probability.

  • Precalculus - Honors

    Honors Precalculus is different from Precalculus. In this challenging, fast-paced course, students explore non-routine problems across algebraic topics. Students develop and generalize approaches working in collaborative groups. Topics contain material beyond what is necessary for Calculus, and introduce mathematical through-lines to a variety of college-level courses, including linear algebra, complex analysis, and discrete math. Students leverage symmetry and multiple representations to explore trigonometry, analytic geometry, combinatorics, and probability. Attention to precision and fluency with algebraic manipulation are practiced and valued throughout the course.

  • Calculus - Honors

    The course includes the topics of a traditional calculus curriculum, including limits, derivatives, continuity, antiderivatives, and the definite integral, without the depth or pace of the AP curriculum. The course begins with a thorough review of slope as a rate of change, with significant emphasis on real-world analyses and applications, in order to define and develop the concept of the derivative; then it covers the second fundamental concept, the integral, and its relationship with the derivative. Students apply their calculus skills to problems in business; economics; and the life, physical, and social sciences.

  • Data Science and Statistics - Honors

    This course draws connections between all aspects of the statistical process, including design, analysis, and conclusions. Students are introduced to the major concepts as well as tools for collecting, analyzing, and drawing conclusions from data. Major themes include exploring data, sampling and experimentation, anticipating patterns, and statistical inference.

  • Cryptography in History & Mathematics - ASR

    This course delves into the fundamental mathematical principles that underpin modern cryptographic techniques as well as their historical context. Students learn the mathematical principles used to build cryptographic techniques, and how number theory drives the way cryptography works in the present day.  Topics include the emergence of simple code during the Greco-Roman era, the shift to more complicated cryptography methods during the Renaissance, the use of the Enigma Machine in World War II, and the revolutionary development of Public Key Cryptography during the 1970s. By the end of the course, students gain a solid foundation in both theoretical concepts and practical applications of cryptography as well as an understanding of the important historical frameworks that shaped their work. This course is co-taught by Math and Social Studies Department faculty. Students who complete this 2-trimester course earn 1 trimester credit in Math and 1 trimester credit in Social Studies.

  • AP Statistics

    This course is a rigorous, yearlong investigation into the four broad areas of statistics: exploring data ( describing patterns and departures from patterns), sampling and experimentation (planning and conducting a study), anticipating patterns (exploring random phenomena using probability and simulation), and statistical inference (estimating population parameters and testing hypotheses). In this course, students solve problems and communicate quantitative results using clear, succinct writing and learn from investigations, simulations, and lectures. 

  • AP Calculus AB

    This college-level course closely follows the syllabus of the College Board for Advanced Placement AB Calculus and is primarily concerned with developing the student’s understanding of calculus and providing experiences with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally.

    The major topics covered in the course include functions, graphs, limits, and continuity; derivatives and their application; and integrals and their application. The TI-Nspire graphing calculator is used extensively throughout the course to analyze and graph functions, their derivatives, and their integrals, as well as to compute numerical values for a range of functions and their approximations. Student work is evaluated primarily through tests, which are designed to prepare students for the Advanced Placement Examination in May. Homework, which is extensive and regularly assigned, is thoroughly discussed during class, as are strategies for problem solving and modeling data.
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  • AP Calculus BC

    This course closely follows the syllabus of the College Board for Advanced Placement Calculus BC and emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally.

    The major topics of this course include: the rigorous definition of limits and derivatives; the derivatives of parametric, polar, and vector functions; differential equations and their applications; techniques and applications of antidifferentiation; and polynomial approximations and series. The TI-Nspire CX calculator is used extensively throughout the course to analyze and graph series, functions, derivatives, and integrals, as well as to compute numerical values for series and their approximations. Primary means of assessment include quizzes, tests, and projects. Tests are designed to prepare students for the Advanced Placement Examination in May.

  • Advanced Topics in Mathematics

    This college-level class offers students exposure to topics that apply or extend their knowledge. Topics vary from year to year as well as within a year, allowing a student to take this course multiple times. Students use a TI-Nspire CX graphing calculator and computer programs to enhance their understanding of the course. Primary means of assessment include quizzes, tests, and projects.

  • Environmental Chemistry - Honors

    In this lab and project-based course, students explore how the environment exhibits all the things they have learned in their Biology and Chemistry courses. The course focuses on how the chemistry and biology of water, air, and earth are used to gauge human health and that of the natural environments. Topics include: water treatment, pollution, greenhouse gases, and hazardous waste management, among others. Several field trips supplement the inquiry-based activities in the classroom.

  • Physics - Honors

    Physics (Honors)/ AP Physics 1 (AP) are first-year physics courses. Only one of these courses may be taken for credit.

    An introduction to classical physics, this course emphasizes logical thinking and conceptual development. Through discussion, inquiry-based lab experiences, and student-centered problem solving, students develop an inquisitive approach to understanding the natural world around them. Examples of topics explored include motion, forces, energy, momentum, light, waves, sound, electricity, and magnetism.

  • AP Physics I

    Physics (Honors)/ AP Physics 1 (AP) are first-year physics courses. Only one of these courses may be taken for credit.

    AP Physics 1 is a rigorous algebra-based, introductory course designed to provide the passionate math and science student with an intellectual curiosity for physics. Equivalent to the first semester of a college course designed for non-technical majors, AP Physics 1 develops the conceptual understanding and problem-solving skills necessary to ask and to solve physical questions. This is accomplished both qualitatively and quantitatively, and through reasoning and experimental investigation. Topics include classical Newtonian mechanics, which covers kinematics, dynamics, rotational motion, oscillations, and gravitation. Guided inquiry labs are conducted throughout the course to enhance learning and promote scientific curiosity and reasoned skepticism.

  • Physiology - Honors

    The need to survive can force the body to go into overdrive. Using stories about extreme conditions and survival, students explore the structure and function of a variety of body systems, from the cardiovascular to the brain and muscle systems. Students utilize scientific inquiry and laboratory activities to gain an understanding of the inner workings of the human body.

  • Advanced Topics in Biology: Genetics - Honors

    Genetics is an introductory college-level course based on the principles discovered by Gregor Mendel. Throughout the trimester, students design and conduct experiments to uncover patterns of inheritance in fungus, plant, and animal models. Each inquiry-based laboratory exercise requires a formal laboratory report that includes statistical analyses and oral presentations of results. The scientific method, inquiry, and scientific modeling are skills emphasized throughout this course. Students leave the course with a deep understanding of how traits are inherited and the statistical probabilities of passing on a trait based on specific patterns of inheritance.

  • Advanced Topics in Biology: Tiny Earth I & II

    CA has been given the opportunity to be part of the Tiny Earth Initiative, a group dedicated to discovering antibiotics created by soil bacteria. The program, designed by professors at Yale University and the University of Wisconsin, offers an unusual opportunity for collaborative research. Colorado Academy is one of the few high schools involved; most of the other participants are colleges and universities.
    Students design their own research projects that may potentially uncover a unique antibiotic produced by a soil bacterium. Students first learn the protocols necessary for this research: primarily, the basics of working with bacteria in a sterile environment and the extraction process for retrieving an antibiotic. Students produce a poster presentation and a journal article, and if all goes well, are asked to present at the annual Microbiology Conference.

    Tiny Earth II is an opportunity for students to continue the individual research projects they began in Tiny Earth I. Students must complete Tiny Earth I prior to taking Tiny Earth II.

  • Advanced Topics in Biology: Zoology/Taxonomy

    Diversity within the three domains of life is studied through the evolution of species, anatomy of organisms, Linnaean classification, and microscopy. Laboratory work consists of comparative studies of the structure of invertebrates and vertebrates, emphasizing the functional morphology of the anatomical systems and the major adaptive changes encountered in the evolution of each body plan. This course provides a broad understanding of how organisms have evolved progressively more complex body plans from the last universal common ancestor to what we can observe on the planet today. Students in the course leave with a greater understanding of the relatedness of organisms on Earth and a working knowledge of their taxonomic groups.

  • Climate Change - Honors

    This lab-based course is designed as an introduction for students to understand the impacts of climate change. Climate change is the defining issue of our time, and humanity is at a defining moment. From shifting weather patterns that threaten food production to rising sea levels that increase the risk of catastrophic flooding, the impacts of climate change are global in scope and unprecedented in scale. Students investigate what role humans play in climate change and what can be done to mitigate it. Topics include environmental capacity, biogeochemical cycles, ocean acidification, carbon footprint, what climate is and how it differs from weather, and human impacts on the environment, both short and long term.

  • Exercise Science - Honors

    This course provides a broad background for students planning to further their education in Exercise Science at the undergraduate level. Students complete a rigorous curriculum covering anatomy, biomechanics, exercise physiology, sport psychology, and motor learning/control. This course offers excellent preparation for undergraduate work in adapted physical education, adult or corporate fitness, biomechanics, exercise physiology, motor control, ergonomics, sport psychology, and sports medicine. The strong emphasis on applied science in the course makes it suitable for students who are interested in the coaching of movement sciences.

  • Science Discoveries that Changed the World - Honors

    This lab-based course explores the science of pivotal discoveries that have changed the world. Students delve into critical discoveries, experiments, and individuals who have transformed the landscape of science and thus, the landscape of history. The first half of the course covers the discovery of the structure of the atom that led to understanding of matter and energy, viruses and bacteria, antibiotics and vaccines, and the universe and humanity’s place in it. For the second half of the trimester, students lead their learning on a topic or discovery of their choice.

  • Chinese I

    In this engaging, proficiency-oriented language-learning course, students master the basics of reading, writing, speaking, and understanding Mandarin Chinese while also discovering Chinese culture. Students are introduced to the pinyin system of Romanization (standard in mainland China) and use the Simplified character set (also standard in mainland China) when reading and writing. While Chinese is a demanding language to learn, key strategies and techniques are covered to help students become more effective language learners. In addition to activities from the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience. By the end of the year, students can express basic information about their daily life, family, and preferences, both orally and in written Chinese characters, as well as perform common life tasks in a thoughtful and culturally appropriate way.

  • Chinese II

    Building on the skills and vocabulary students acquired in Chinese I, this course challenges students to perform more complex tasks pertaining to travel and engaging with a larger community of Chinese speakers. Similar to Chinese I in its structure and expectations, this engaging, proficiency-oriented language course emphasizes reading, writing, speaking, and understanding Mandarin Chinese, while also stressing cultural awareness. Students use the pinyin system of Romanization (standard in mainland China) and the Simplified character set (also standard in mainland China) when reading and writing. In addition to activities related to the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience.

  • Chinese III

    Building on the skills and vocabulary students acquired in Chinese II, this course guides students in performing important tasks for independent living at college, including nurturing friendships, talking about schoolwork, and managing finances. Similar to Chinese II in its structure and expectations, this proficiency-oriented language course emphasizes reading, writing, speaking, and understanding Mandarin Chinese, while also growing students’ cultural awareness. Students are expected to use Simplified characters for all reading and writing assignments. In addition to activities related to the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience.

  • Chinese IV

    By the end of this course, students are increasingly comfortable using the language to express themselves more fully in speaking and writing. They give presentations to their classmates and write longer compositions. Students also are able to increase the degree of comprehension while listening to and reading Chinese. To further both of these goals and to improve accuracy, students add to the sophistication of their vocabulary and polish their use of grammar to communicate more effectively. In addition, Chinese IV focuses more on history, politics, and current events. Students have the opportunity to connect to Chinese-speaking cultures through music, essays, literature, photographs, art, authentic materials, and videos.

  • Advanced Chinese Seminar - Honors

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students who complete this yearlong course continue to work in all areas of language acquisition (speaking, reading, listening, and writing) and will broaden their knowledge of Chinese and Chinese-speaking cultures through authentic sources. During this course, students are asked to speak and write authoritatively and insightfully in Chinese about the topics of each year's themes. The thematic focus may include: ancient and modern literature, current events, and a more in-depth study of Chinese politics, art, and history. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Advanced Chinese Topics - Honors

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students who complete this yearlong course continue to work in all areas of language acquisition (speaking, reading, listening, and writing) and will broaden their knowledge of Chinese and Chinese-speaking cultures through authentic sources. During this course, students are asked to speak and write authoritatively and insightfully in Chinese about the topics of each year's themes. The thematic focus may include: ancient and modern literature, current events, and more in-depth study of Chinese politics, art, and history. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • AP Chinese Language and Culture

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students study second-year college-level material to prepare for the Chinese AP exam in May. Emphasis is on interpersonal skills, interpretation of spoken and written Chinese, and knowledge of Chinese culture. Students use a variety of resources to explore the history, geography, arts, current events, and pop culture relative to thematic units. Students show mastery in a variety of ways, including participation in in-class discussions, writing analytical essays, creating projects, giving presentations, and taking traditional tests.

  • Chinese Cultural Studies ASR

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need 3 or more years of upper level courses.

    This advanced language course offers students the unique opportunity to explore ethnic groups in China, economic dynamics, and diverse cultural traditions. With 56 distinct ethnic groups in China, each possessing unique traditions, cultures, and even languages, students can focus on those that intrigue them the most. In the second trimester, students look into China's economics, exploring potential connections with ethnic groups and examining diversity within economic contexts. The third trimester is equally engaging, as students unravel the nuances of Chinese cuisines, exploring differences among ethnic groups and regions and uncovering the reasons behind these culinary variations.

  • French I

    The French curriculum allows students to acquire basic practical vocabulary and fundamental grammatical structures while building cultural awareness. Goals include, but are not limited to, learning to ask and answer simple questions, describe people, express likes and dislikes, and narrate a short sequence of events. The culture and geography of French-speaking countries are also stressed. Students learn to comprehend spoken French through frequent exposure to authentic material via audio and video exercises, where emphasis is given to understanding the meaning of unfamiliar words through context. By the end of the course, they can communicate basic information. Students can expect in-class oral paired activities and nightly assignments.

  • French II

    French II continues the study of language by providing numerous practices to increase linguistic skills and vocabulary acquisition. The course also emphasizes structures needed for effective communication in most common situations. Classes include a variety of activities designed to increase fluency in speaking, understanding, reading, and writing. Students perform skits, create dialogs, and conduct interviews of their peers. Finally, students write paragraphs and respond in writing to oral, visual, or written cues, using appropriate grammar and syntax. Work is done both individually and in pairs, providing students with opportunities to use the language in a variety of ways. Assessment of student progress includes, but is not limited to, written tests and quizzes, oral interviews, compositions, and daily participation.

  • French III

    The primary linguistic goal of Level III French is to allow students to express themselves in increasingly more precise, detailed language. Special emphasis is also given to reading comprehension and written self-expression. Through projects, oral presentations, and written reports, students explore the cultural background of the French-speaking world, as well as contemporary daily life in France. Strong focus is given to practical language use, building reading skills, expanding vocabulary, and establishing a firm grammatical foundation in French. Assessment of student progress includes, but is not limited to, written tests and quizzes, oral interviews, compositions, and daily participation.

  • French IV

    French IV combines a review of French grammar and an expansion of vocabulary with an introductory study of Francophone literature and culture. French IV focuses on developing students’ written, oral, and aural skills so that they may begin to use French at a high intermediate level of proficiency. Students learn about contemporary life in Francophone countries; they also explore some of the literature that has shaped the French identity via authentic texts of Francophone authors.

  • Advanced French Seminar - Honors

    This course is offered in even graduation years.
    Students who complete this yearlong course explore French and Francophone culture, art, literature, and civilization through a variety of readings from authentic sources (texts, films, other media) intended for native speakers. Units may include the French education system, current events, and classic literature. The focus is on project-based learning and discussion of content. Previously learned grammar structures are reinforced with minimal introduction of new grammar. This course may be taken after French IV, and either before or after AP French. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Advanced French Topics - Honors

    This course is offered in odd graduation years.
    Students who complete this yearlong course explore French and Francophone culture, art, literature, and civilization through a variety of readings from authentic sources (texts, films, other media) intended for native speakers. Units may include the French education system, current events, and classic literature. The focus is on project-based learning and discussion of content. Previously learned grammar structures are reinforced with minimal introduction of new grammar. This course may be taken after French IV, and either before or after AP French. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • AP French Language and Culture

    Students who enroll in this college-level French language course already have a good command of French grammar and vocabulary, and have competence in listening, reading, speaking, and writing. The AP course provides students with opportunities to demonstrate their proficiency in each of the three modes of communication: Interpersonal (spoken and written), Interpretive (audiovisual, written, and print), and Presentational (spoken and written).
     
    The AP French Language and Culture course is structured around six themes: global challenges, personal and public identities, science and technology, beauty and aesthetics, contemporary life, and families and communities. Each theme includes multiple contexts for exploration that address essential questions for the 21st century. This structure creates an interesting, meaningful context in which to explore a variety of language concepts with authentic material (audiovisual and print).

  • Spanish I

    The Spanish I curriculum allows students to acquire basic practical vocabulary and fundamental grammatical structures while building cultural awareness. Goals include, but are not limited to, learning to ask and answer simple questions, describe people, express likes and dislikes, and narrate a short sequence of events. The culture and geography of Spanish-speaking countries are also stressed. Students learn to comprehend spoken Spanish through frequent exposure to the “real-life language” of native speakers via video programs and other resources, where emphasis is given to understanding the meaning of unfamiliar words through context. By the end of the class, they are able to communicate basic information. Students can expect in-class oral paired activities, group communicative exercises, and nightly assignments.

  • Spanish II

    The primary goal of Level II Spanish is to ensure that students acquire more vocabulary and grammatical constructs for practical communication in everyday situations. Emphasis is placed on strengthening the acquisition skills of reading, writing, speaking, and listening. Students still mostly use isolated words, lists, memorized phrases, and some personalized recombination of words and phrases; however, they begin to use these with more ease and attention to detail. They become increasingly comfortable speaking and writing in the present tense and begin using the imperfect and preterit tenses to narrate events in the past. Cultural topics are interwoven throughout the year, so that students come to appreciate the dynamic relationship between language acquisition and cultural competence. Written and oral assessments, short compositions, and an emphasis on daily classroom participation and preparedness play a key role in building skills. Additional resource materials such as short novellas, films, and online sources supplement the textbook.

  • Spanish for Heritage Speakers I & II - Honors (second year)

    This course is designed to offer students whose home language is Spanish an opportunity to study Spanish formally in an academic setting, in the same way native English-speaking students study English language arts. Many native/heritage students are partially bilingual and vary in their language skills, and this course is designed to expand their command of the Spanish language with further development of their reading, listening, writing, and speaking skills; vocabulary building; preparation in basic principles of composition and grammar, spelling, sentence structure, punctuation, accents, and paragraph organization; and study of Latin American and Spanish literature and culture, with selections from novels, myths, short stories, plays, and poetry. Class is conducted entirely in Spanish. Students study current events and analyze the political and socio-economic issues facing the Spanish-speaking world. Students are expected to participate orally through class discussion, debates, and presentations. Writing assignments for this course focus on developing creative, analytical, and persuasive writing skills. The differences between formal and informal language, both oral and written, are stressed throughout the year, in addition to deepening reading comprehension and critical thinking skills in Spanish.

    This course may be taken for two years and is a prerequisite for heritage speakers to take Advanced Seminar, AP Spanish Language, and AP Spanish Literature.

    At the end of Heritage I, students take a proficiency assessment to determine the next step in their progress and may take Spanish III, IV, or Heritage II, depending on their needs.

  • Spanish III

    Reinforcing the basic language skills learned in the first two years, Spanish III students participate in progressively more challenging conversations and are presented with more complex reading and writing material. Students produce longer and more detailed pieces of writing, both in and outside of class. They also continue to practice the receptive skills of listening and reading through use of technology, in-class discussions, frequent reading assignments, and videos.

    The main textbook is supplemented by readings from other sources, such as a book of Mexican legends for the summer reading, a short novel in Spanish, and other authentic materials. In addition, we view two educational feature-length films in Spanish to further students’ access to authentic spoken language and to build confidence in discussion. In Spanish III, discussion and writing builds students’ repertoire of vocabulary, while improving their syntax and the accuracy of their grammatical structures. Although students complete a thorough review of verb tenses and other grammatical topics at this level, it is also a year of learning many new verb tenses.

  • Spanish IV

    By the end of this course, students are increasingly comfortable using the language to express themselves more fully in speaking and writing. They speak in front of their classmates (both extemporaneous and prepared discourse) and write compositions of varying lengths and styles. Students are also able to increase their degree of comprehension while listening to and reading Spanish. To further both of these goals and to improve accuracy, students add to the sophistication of their vocabulary, polish their use of grammar to communicate more effectively, and integrate various verb tenses to their usable language. In Spanish IV, students connect to Spanish-speaking cultures through music, essays, literature, photographs, art, the internet, current events, authentic materials, and films.

  • Advanced Spanish Seminar - Honors

    This course is offered in even graduation years.
    Students who complete this yearlong course have intensive and nuanced practice in all areas of language acquisition (speaking, reading, listening, and writing) and broaden their knowledge of Spanish and Spanish-speaking cultures through a variety of authentic sources (intended for native speakers). During this course, students are asked to speak and write authoritatively and insightfully in Spanish about each of the year’s themes. The thematic focus may include the Culinary History of the Spanish-Speaking world; Gender Roles and Class Divisions in Turn-of-the-Century Spain; or Film and Fiction in Latin America and Spain, among others. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes. This course may be taken by eligible language students either before or after the AP Language course.

  • Advanced Spanish Topics - Honors

    This course is offered in odd graduation years.
    Students who complete this yearlong course have intensive and nuanced practice in all areas of language acquisition (speaking, reading, listening, and writing) and broaden their knowledge of Spanish and Spanish-speaking cultures through a variety of authentic sources (intended for native speakers). During this course, students are asked to speak and write authoritatively and insightfully in Spanish about each of the year’s themes. The thematic focus may include the Culinary History of the Spanish-Speaking world; Gender Roles and Class Divisions in Turn-of-the-Century Spain; or Film and Fiction in Latin America and Spain, among others. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes. This course may be taken by eligible language students either before or after the AP Language course.

  • AP Spanish Language and Culture

    In this college-level course, students continue to improve and refine their skills in Spanish. This course emphasizes using language for active communication, reading increasingly complex texts, and developing more sophistication and accuracy in speaking and writing, while exploring the culture and literature of the Spanish-speaking world. Students use a variety of resources to explore the history, geography, arts, current events, and science/technology related to six global thematic units. Students demonstrate learning in a variety of ways, including participation in class discussions, writing analytical essays, creating projects, giving presentations, and taking practice AP tests. There is also a cursory review of grammar and vocabulary related to daily life and frequent practice to prepare students for the Advanced Placement Spanish Language Exam.

  • Introduction to Engineering Design

    Department of Engineering Design:
    In this hands-on, project-based course, students learn and practice using the human-centered design process to design and make things—to see a need, take a design idea, devise a plan, and fabricate a functional, finished product. Along the way, students receive a comprehensive orientation to the Anderson Innovation Lab and essential training in the safe and appropriate use of all of the lab’s fundamental tools and other specialty tools as needed. Roughly half of the course is focused on manual skills and the designing and fabricating of projects by hand. Students apply and build upon these skills within the digital realm, using 3D CAD software, 3D printers, and the laser cutter/engraver to design and precisely fabricate their original, functional designs.

    Two trimesters of Engineering Design can be taken to fulfill the Computer Science requirement for students in the Classes of 2025 and 2026 only. Trimester Engineering Design courses taken for Computer Science credit do not earn Art credit. Two-trimester courses can be taken for Computer Science credit in one trimester and Art in another, but not both in the same trimester. Courses taken after the Computer Science requirement is complete can only be taken for Art credit. Students in the Class of 2027 or later can take Engineering Design courses for Art credit only. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • Introduction to Engineering Design: Focus on Women

    In this hands-on, project-based course, students learn and practice using the engineering design process to design and make things—to see a need, take a design idea, devise a plan, and fabricate a functional, finished product. This section focuses on women in different fields of engineering and offers opportunities for students to connect with female-identifying professionals, Society of Women Engineers (SWE) members, college students, professors, and others to help prepare students who are interested in pursuing engineering further. Along the way, students receive a comprehensive orientation to the CA Innovation Lab and essential training in the safe and appropriate use of all the lab’s fundamental tools and other specialty tools as needed. Roughly half of the course is focused on manual skills and the designing and fabricating of projects by hand. Students also apply and build upon these skills within the digital realm, using 3D CAD software, 3D printers, and a laser cutter/engraver to design and precisely fabricate students’ original, functional designs.

  • Engineering & Fabrication I

    Department of Engineering Design:
    Engineering & Fabrication is for students who wish to take their engineering design and fabrication skills to the next level. Students learn advanced 3D CAD modeling techniques such as Assembly, Sheet metal, and Generative Designs. Students expand upon their skill base to include advanced tools and processes such as the CNC router, learn and practice applying principles of engineering mechanics and physics in the design and evaluation processes, and embark on an engineering design project based on an individual topic of interest. At the end of the course, students leave with their finished projects and a broad set of design and fabrication skills. 

  • Engineering & Fabrication II

    Department of Engineering Design:
    Engineering & Fabrication II is for advanced students who wish to continue their engineering journey. Students advance their 3D CAD modeling skills by creating larger, more complex assemblies. They expand upon the skills gained from Engineering & Fabrication I to include more advanced tools and processes, such as 3D scanning and welding. As this is an advanced course, students can apply knowledge gained in other classes (such as Physics, Pre-Calculus, and/or Calculus) to their engineering work. At the end of the course, students leave with their finished projects and an advanced set of design and fabrication skills 

  • Introduction to Biomedical Engineering

    Introduction to Biomedical Engineering is for students interested in applying engineering principles and skills learned from Introduction to Engineering Design to the medical field. This hands-on, project-based course introduces students to the field of biomedical engineering with an emphasis on the design and testing of medical devices for various applications such as cardiovascular, orthopedic, and surgery. Students also learn about biomedical engineering careers and specializations such as cellular & tissue engineering, biomechanics, and imaging.

  • A Cappella Choir

    A Cappella Choir is an auditioned, mixed (SATB) choir that sings a wide range of challenging repertoire, primarily a cappella. Student ensembles receive valuable training in musical literacy and theory; understanding, performing, and appreciating various genres and cultures of vocal music; and developing vocal production and technique. Performing for an audience is the primary focus, as performances provide an experience that cannot be reproduced in the classroom and are used to evaluate the skills learned in class. Attendance at all performances is required in order to receive credit for this course.

  • Academy Jazz

    Department of Music and Dance:
    Academy Jazz is an invitation-only performance group. Students learn creativity and discipline through the study of a range of jazz styles. Emphasis is placed on understanding music theory as it relates to chord structures and progressions, as well as improvisation. Students are required to attend all performances, including at least one outside performance. This is a two-trimester course.

  • Academy Orchestra

    Academy Orchestra is a performance ensemble for experienced musicians and features performances on and off campus. Students encounter a range of classical music; explore different, pertinent musical eras; and apply different performance techniques to challenging and fun pieces. Students are encouraged to participate in both the Trimester 1 & 3 orchestras. Accepted instrumentation: Strings, Woodwinds, Brass, Percussion, Harp, Piano (limited number).

  • Audio Engineering

    Department of Music and Dance:
    In Audio Engineering, students explore sound, studio recording, and music production techniques and technology, en route to producing their own studio recording projects. They learn how to plan and direct recording projects; use industry-standard audio recording and production software to mix tracks and add effects; program and use virtual instruments within recording projects; and produce and share their own music and the compositions and performances of others. Students finish the course with a digital portfolio of music projects that they have recorded and produced. Audio Engineering also involves projects and investigations in the production of sound for video, acoustics and acoustic room treatment, and sound synthesis. This is a two-trimester course.

  • Chamber Orchestra

    Department of Music & Dance:
    This class focuses on the educational components of playing in an orchestra, including music history, music theory, instrumental technique, and ensemble skills. Students encounter a range of classical music; explore different, pertinent musical eras; and apply different performance techniques to challenging and fun pieces. Students are required to attend all performances. Accepted instrumentation: Strings, Woodwinds, Brass, Percussion, Harp, Piano (limited number).

  • Chanteurs

    Department of Music & Dance:
    Chanteurs is an audition-based, 16-20 voice mixed (SATB) choir for advanced students who demonstrate superior musicianship and place a high dedication to choral singing in their lives. The ensemble sings a diverse and challenging repertoire, with a specific emphasis on also singing a cappella and jazz. All members strengthen existing sight-reading skills and proper vocal technique and are strongly encouraged to participate in the CHSAA and Colorado All-State audition process. This is a specialty group which meets outside of the regular schedule and does not receive arts credit.
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  • Concert Choir

    Department of Music & Dance:
    Concert Choir is a non-auditioned, mixed (SATB) choir that sings a wide range of challenging repertoire. Student ensembles receive valuable training in musical literacy and theory; understanding, performing, and appreciating various genres and cultures of vocal music; and developing vocal production and technique. Performing for an audience is the primary focus, as performances provide an experience that cannot be reproduced in the classroom and are used to evaluate the skills learned in class. Attendance at all performances is required in order to receive credit for this course.

  • Individual Music Lessons

    Individual instruction is available in both vocal and instrumental music for all students of all skill levels. Enroll through the Music Department or the Colorado Academy website at the beginning of the school year. Music lessons do not receive Arts credit. Students must complete at least one trimester of a curricular ensemble (Concert or A Cappella Choir, Orchestra, Jazz or Rock Ensemble, Academy Jazz) in Ninth or Tenth Grade for academic credit to be eligible to continue lessons in Eleventh and Twelfth Grade.

  • Jazz Ensemble

    Department of Music and Dance:
    Jazz Ensemble is a performance group. Students learn creativity and discipline through the study of a range of jazz styles. An emphasis is placed on understanding music theory as it relates to chord structures and progressions, as well as improvisation. Students are required to attend all performances.

  • Music Theory ASR

    Department of Music and Dance:
    Music Theory ASR is a yearlong course. Students are expected to have had some musical experience prior to entering the course, and they must pass a basic proficiency examination.

    The course is designed to provide students with an in-depth understanding and application of various aspects of music theory, including music fundamentals (pitch, rhythm, scales, and triads); foundations of harmony and counterpoint; interpretation and creation of chord progressions and larger musical forms; jazz and modern-era theory and practice; and developing skills in sight singing and dictation.

  • Rock Ensemble

    Department of Music and Dance:
    Rock Ensemble is a performance group. Students learn creativity and discipline through the study of a range of rock and popular music styles. Emphasis is placed on understanding music theory as it relates to chord structures and progressions. Students are required to attend all performances.

  • Videography I

    Department of Visual Arts:
    Videography I introduces students to camera operation, video editing, film analysis, and collaboration. Students establish the foundations of visual sequential storytelling through the use of storyboarding, shot sizes, as well as editing to establish and manipulate time. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. Students build their constructive feedback skills through group discussions about artists and their work.

  • Videography II

    Department of Visual Arts:
     Videography II is an expansion of Videography I. Students build on a solid foundation in camera operation, Premiere Pro, film analysis, and co-production. Students expand on their sequential storytelling skills, digging deeper into sound, foley work, camera movement, and experimenting with creative cut sequencing. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. Students are expected to participate in group artist discussions as well as continue to build on constructive feedback skills. 

  • Advanced Videography

    Department of Visual Arts:
    Advanced Videography is a two-semester deep dive into Videography. Students continue to build on the skills established in Videography I & Videography II. Students expand their sequential storytelling skills, investigating lighting, set, and visual effects. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. As students delve deeper into their creative voice, they begin to investigate contemporary influences on their work. Students are expected to offer insight and constructive feedback in group discussions about artists and their work. This is a two-trimester course.

  • Photography I

    Department of Visual Arts:
    In this course, students investigate the nature of photography as an important field of artistic practice, conceptual knowledge, and technological procedures. Essential skills and techniques focus on the DSLR camera, studio lighting, and post-production using Adobe Photoshop. This material practice is supported with historical and critical studies of the work of practicing photographers and visual artists. Students deepen their understanding of the history of photography and how photographers effectively construct images.

  • Photography II

    Department of Visual Arts:
    Photography II is an expansion of Photography I. Students build on a solid foundation in traditional and contemporary photography, through complex analog and digital material explorations and artist investigations. In-depth personal and group projects emphasize refined photographic practice through still work, as well as multimedia crossovers in the digital world. In their critical and historical studies, students further expand their understanding of historical and contemporary photographers to enhance their knowledge of the past and how it informs their own photographic practice.

  • Advanced Photography

    Department of Visual Arts:
    This course allows artists to choose a concentration in photography, whether it be in analog or digital camera work or post-production techniques and methods of display. They explore complex approaches in their chosen medium that strengthen and develop their artistic voices. The course further develops students’ understanding of photography through deeper and sustained investigations of photographers’ conceptual and material practice in increasingly independent ways. Critical and historical investigations of photographs and their image makers are undertaken by students to lead them to an increasingly accomplished understanding of how photography invites different interpretations and explanations.

  • Ceramics I

    Department of Visual Arts:
    This course gives students the opportunity to explore a variety of hand-building methods, including coil, slab, modeling, and molding. Every student also gains experience using the potter’s wheel to create ceramic objects. Students learn how to apply several surface treatments and glazes to their projects, as well as a basic understanding of the kiln-firing process. As students gain skills, they are encouraged to initiate their own ideas, use creative problem-solving to create unique works, and explore traditional and contemporary ceramic practices.

  • Ceramics II

    Department of Visual Arts:
    This course allows students to build upon the basic skills they learned in Ceramics I in both hand building and wheel throwing. Students go deeper into the nuances of ceramic art by exploring myriad things that artists do with clay. Students also learn studio habits that facilitate artistic growth, as they explore their own emerging artistic voice.

  • Advanced Ceramics

    This course allows students extended time to experience ceramics more deeply than the single trimester course. Students explore traditional and novel/exploratory art-making practices with clay, while also exploring the concept of artistic voice—the unique expression of each artist. This course teaches students about designing and creating utilitarian and non-utilitarian objects, while investigating contemporary and historical ceramics. This is a two-trimester class.

  • Algorithmic Art

    Department of Visual Arts:
    Students enter the world of visual expression, computational creativity, and design thinking to create something out of nothing and bring their ideas to life. They explore the intersection of coding and visual art, using P5 code to create two-dimensional imagery and three-dimensional sculpture. They delve into functionality and form through abstraction and data visualization, embrace happy mistakes, and take risks. Students speak with and learn from professionals in the field. After completing this course, students can continue to pursue their passions in the arts or computer science. This course is co-taught by Computer Science and Visual Arts Department faculty and earns Art credit.

  • Digital Art

    Department of Visual Arts:
    This course explores imagery, text, and color in digital media using Adobe Creative Suite programs on the iPad, including Fresco and Illustrator. Students use all aspects of the artistic process, while learning about digital drawing, vector graphics, pixel graphics, and image manipulation. Inspired by contemporary artists and digital media’s function in society, students develop their own independent projects, including illustration, graphic design, and digital fabrication.

  • Advanced 2D Art

    Department of Visual Arts:
    This course allows artists to choose a concentration in drawing, painting, or mixed media, emphasizing color theory and composition. They explore complex approaches in their chosen medium that strengthen and develop their individual artistic voice. Artists work to build technical skills, while deepening their sense of personal expression. They practice analyzing and verbally articulating the impact of their own work, as well as supporting the work of their peers. This is a two-trimester course.

  • Introduction to Architectural Drawing

    Department of Visual Arts:
    In this introductory course, students explore the basic skills that are important in standard building design. The students practice axonometric drawing, perspective drawing, observational drawing, and drafting skills. They discover how all of these skills can assist in learning how to use computer-aided drafting software in designing unique spaces that have a personal aesthetic.

  • Studio Art I

    Department of Visual Arts:
    Studio Art I introduces the foundations of visual arts, as students begin exploring their artistic voice. In an open studio, students develop independent art projects in a variety of media, including drawing, painting, printmaking, and sculpture. Students draw inspiration from contemporary and historical artists to envision their own individual creative direction. Emphasis is placed on creativity and execution of the Studio Habits of Mind, including expression, persistence, and reflection on their own work and the work of others.

  • Studio Art II

    Department of Visual Arts:
    During three trimesters, Studio Art II provides further development of students’ technical skills and conceptualization. Students work toward the following goals: individual growth in technical skills in the use of their chosen media; the development of evaluative and critical-thinking skills from participation in regularly scheduled critiques; and growth in creativity and original style. In addition, students continue to analyze the work of contemporary artists, focusing on installation and interactive media.

  • Visual Arts Portfolio Prep

    Department of Visual Arts:
    Portfolio Prep is a prerequisite for the Senior Portfolio class. Students meet during regular visual arts classes, identifying a medium of focus in Ceramics, Photography, Studio Art, or Videography. Students prepare for the rigors of the Portfolio class and research, edit, organize, and determine the conceptual direction they want to pursue. They begin to shape their artist’s statement and solidify the philosophy and intent of their work. Students investigate historical and contemporary artists’ practice and engage in material experimentation for their application for the Senior Portfolio admittance interview.
     
    Students petitioning for Senior Portfolio interview with the Visual Arts Department faculty and receive decisions after the completion of Trimester 3.

  • Acting for the Camera

    Department of Theater:
    (This course is offered in even graduation years.)
    In this course students develop techniques to use the camera as an acting partner, while retaining the ability to focus on other actors during the scene. Actors use imagination and emotional preparation training integral to stage performance, while learning the skills necessary for working with challenging edits, the non-linear timeline of film and TV production, an on-camera director, and the unique demands and environment of a studio setup. Students also prepare for on-camera auditions and monologues to equip them to navigate demo-reels, social-media based web series, and professional film, TV, and commercial production.

  • Acting/Scene Study

    Department of Theater:
    Acting/Scene Study lays the foundation for actor training through scene and monologue study. This course teaches young actors how to cultivate presence, work moment-to-moment, and be truthful in an imaginary situation. It is the training ground for all advanced work. Trimesters do not need to be consecutive, but it is highly recommended for progression to advanced work.

  • Improvisation

    Department of Theater:
    (This course is offered in odd graduation years.)
    Improvisation is a course for students who want to get better at thinking on their feet and reacting in the moment, become better communicators/collaborators/presenters, and who enjoy laughing! Open to anyone and everyone, this course delves into the world of the unscripted performance technique known as improvisation. Students learn the rules, techniques, and foundations of this form that gave us some of the greatest comedic minds: Tina Fey, Kristin Wiig, Bill Murray, Steve Carell, and more! Students present at least one improv show for a live audience. 

  • Advanced Acting/Production

    Department of Theater:
    This course is open to all students who have fulfilled the Acting/Scene Study prerequisite and are in Grade 10 or above. Students enrolled in this course audition for, rehearse, and perform a play for a live audience. Rehearsals take place in class, with some after-school and weekend commitments in the week leading up to the performances.

  • Musical Theater

    Department of Theater:
    This workshop-style course offers students a focused study of the techniques used in musical theater performance. It is intended for anyone who is interested in learning how to perform in the musical theater style, using songs from shows ranging from Oklahoma! and West Side Story to Hamilton and Dear Evan Hanson. Students are encouraged to choose repertoire within their range and according to their interests. The course is a progressive training ground for advanced work in the annual musical presentation.

  • Technical Theater

    Department of Theater:
    The objective of this course is to introduce students to the tools and protocol of mounting a major production, as well as to provide them with solid working experience from plans on paper to hands-on construction on stage. Students are trained in the aesthetics of lighting and scenic design, as well as in the knowledge of operating equipment safely and mastering a basic reading of ground plans, elevations, and computer-generated design.

    Advanced Technical Theater is available upon completion of a full year of Technical Theater and permission of the instructors. Three trimesters of Technical Theater complete a one-year credit but do not need to be taken consecutively. Advanced Technical Theater is a yearlong course. 

  • Theater Practicum

    Department of Theater:
    Practicum (Tech Theater) is a hands-on training course in some aspects of the production. With a theater advisor, practicum students arrange their course of study. They must complete enough hours to fulfill a trimester of work to earn credit, which may include work on one or more shows and events, including stage management, lighting, sound, scene painting, props, stage crew, program or poster design, musical accompaniment, box office management, or ushering. Students may fulfill all hours in one trimester for credit or they may spread out assignments over the course of the year to equal a trimester of credit. There is no prerequisite for this course, but students must contact a faculty member in the Theater Department to set up an appointment before enrolling.

    Practicum (Performance) is an opportunity for students to participate in a mainstage production for Art credit. With Department approval, students who are cast in one of two mainstage productions may use that show as an Art credit. Mainstage productions perform on the Leach Center for the Performing Arts stage and rehearse in the evening after sports. Students should be prepared to attend all evening rehearsals for which they are called, abide by all expectations set forth by the director, and participate in all dress rehearsals and performances. 

    Theatre Practicum is graded Pass/Fail and so is not included in GPA calculations.


  • Dance: Techniques and Practices

    Department of Music & Dance:
    This course offers foundational training in terminology, technique, and studio practices of a variety of styles. Through dance, students develop artistic habits and gain physical flexibility, strength, balance, and coordination. Students are encouraged to foster their own creative process and expression of self through choreographic prompts. All classes have an opportunity to perform if they would like to do so. 
    • Trimester 1: Beginning Tap – This class focuses on introducing students to the foundational principles and techniques of tap dancing. This is a true beginner class that is geared towards those with little to no prior experience in tap dancing. Students work on rhythm, musicality, and articulation of sound in feet, while building speed of movement. Various styles of music are utilized. All are welcome and encouraged.
    • Trimester 2: Intermediate/Advanced Tap – This class explores tap techniques as they relate to all styles of music, including pop, rock, rap, musical theater, big band, and jazz. Students work on rhythm, musicality, and articulation of sound in feet, while building speed of movement. Prerequisite: Instructor approval.
    • Trimester 3: Broadway Dance – This class explores all styles of dance utilized in Broadway shows. The focus is on physical style, storytelling, and techniques as related to different time periods, locations, and characters.

  • Vertical Dance/Site-Specific Dance Study

    Department of Music & Dance:
    This class explores the adventurous and stunning nature of site-specific and vertical dance. Students begin on the ground with basic movement concepts and practices and gradually move to practicing vertically. In addition to vertical, students explore site-specific dance–dancing in unexpected locations that lend new interpretation and possibility to choreography. Vertical dancing utilizes climbing gear, including top rope, harness, and GriGri belay devices. When ready, students try outdoor locations, such as suspended on a building wall, tree, or rock face.

  • Dance Company

    Department of Music & Dance:
    This is an Intermediate/Advanced performing ensemble. Only students who have been approved will be able to enroll in the Company. Students who wish to apply must submit a letter of interest to Ms. Zaremba.

    This group practices and explores multiple styles of dance and choreography to create pieces of repertoire to be performed throughout the school year. There is increased opportunity and emphasis on student-generated choreography and individual expression. In addition, students explore ways to utilize dance as a means of giving back to our community. Students are asked to think critically, creatively, and ethically while combining service, choreography, and performance. The Company meets during a scheduled school block; however, additional rehearsals may be scheduled outside of class time. These rehearsals are scheduled with the dancers' schedules and commitments in mind. Students are not required to enroll for both trimesters, but may do so.  

    Students must have achieved an Intermediate to Advanced level of ability and must collaborate and work well with others. If a student is not ready for Company work at the start of the school year, they may train through Dance electives and reapply for the second trimester.


  • Yearbook I

    Department of Graphic Design & Publication:
    Throughout this course, students plan, design, and produce CA’s yearbook, Telesis, which is distributed to over 1,000 members of the school community.

    Yearbook I students are members of the yearbook staff, charged with creating a professional publication that represents the school. Students learn and apply basics of graphic design and layout. They write short articles to accompany their layouts, and they work with the yearbook advisors, editors, and the representative from the publishing company to create and guide pages through the publication process. Students in Yearbook I may enroll for one, two, or three trimesters.

  • Yearbook II

    Department of Graphic Design & Publication:
    Throughout this course, students plan, design, and produce CA’s yearbook, Telesis, which is distributed to over 1,000 members of the school community.

    Yearbook II students are editors of the yearbook staff, charged with creating a professional publication that represents the school and with helping to train Yearbook I students. This editorial staff helps decide and design the overall look of the yearbook, maintaining a consistent theme and color scheme throughout the book. They work with the yearbook advisors, staff, and the representative from the publishing company to create and guide pages through the publication process. This is a yearlong course.

  • Athletics - Competitive

    Two trimesters of athletics are required in Freshman and Sophomore years.
    One trimester of athletics is required in Junior and Senior years.

    The Department of Athletics encourages student-athletes, regardless of past experience, to try a competitive sport option. Previous experience or skill is not required; however, a commitment to the team, effort, and a positive attitude is! Students are encouraged to exceed the minimum requirement.  Students are encouraged to play at least one CHSAA-sanctioned sport during their time in Upper School.

    The Upper School athletic program (Grades 9-12) offers students various choices in establishing healthy lifetime activity patterns in coordination with a highly competitive interscholastic athletic program. Goals for all students include, but are not limited to, success against outside competition, building a strong sense of self-worth, learning lessons in human relations and collaboration, developing the ability to lead and follow, gaining specialized training in varied athletic skills, developing a mastery of sport-specific skills, cardiovascular conditioning, and demonstrating good sportsmanship.

    CHSAA- Sanctioned Competitive Sports Options

    Trimester 1
    Cross Country
    Field Hockey
    Golf, Boys
    Soccer, Boys
    Tennis, Boys
    Volleyball, Girls

    Trimester 2
    Basketball, Boys
    Basketball, Girls
    Ice Hockey
    Swimming/Diving, Girls

    Trimester 3
    Baseball
    Golf, Girls
    Lacrosse, Boys
    Lacrosse, Girls
    Soccer, Girls
    Tennis, Girls

  • Athletics - Non-Competitive

    Two trimesters of athletics are required in Freshman and Sophomore years.
    One trimester of athletics is required in Junior and Senior years.

    The Upper School athletic program (Grades 9-12) offers students various choices in establishing healthy lifetime activity patterns in coordination with a highly competitive interscholastic athletic program. Goals for all students include, but are not limited to, success against outside competition, building a strong sense of self-worth, learning lessons in human relations and collaboration, developing the ability to lead and follow, gaining specialized training in varied athletic skills, developing a mastery of sport-specific skills, cardiovascular conditioning, and demonstrating good sportsmanship.

    Independent Athletic Credit: Students already participating in athletic programs outside of school may complete a “Petition for Athletic Credit” to determine whether their programs meet the requirements to receive credit. Students must have participated in the activity for a minimum of 3 consecutive years before the request is made. The activity must include a competitive or public performance component. Independent credit is only given up to a maximum of one trimester in any one school year.

    A student may take any dance class in the curriculum for athletic credit for one trimester per year. A dance class may also be used to fulfill an art credit, but it cannot count for both types of credit during the same trimester.

    Credit for managing a CHSAA-sanctioned team is granted on a case-by-case basis and must be approved by both the Head Coach and the Director of Athletics. There is a maximum of 2 managers per team, and daily attendance at all practices and games is required. Specific team and program responsibilities will be outlined by the Head Coach of the program.

    Non-CHSAA-Sanctioned Club Sports & Non-Competitive Sports

    Trimester 1
    Climbing     - Every student in rock climbing is required to have climbing shoes. Students learn how to climb and belay in a safe manner. They hone their skills in a variety of environments and challenge themselves both mentally and physically. Participants are encouraged to compete in weekend Colorado High School Climbing League Competitions. Students may only enroll in this class one time per school year.
    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this course one time per school year.

    Ultimate Frisbee - Competitive Club Sport. Team plays in Altitude Youth Ultimate League.

    Trimester 2
    Climbing - Every student in rock climbing is required to have climbing shoes. Students learn how to climb and belay in a safe manner. They hone their skills in a variety of environments and challenge themselves both mentally and physically. Participants are encouraged to compete in weekend Colorado High School Climbing League Competitions. Students may only enroll in this class one time per school year.

    Racquetball - Racquetball is a lifetime sport offered for novice to intermediate players. Competition varies from year to year, from interscholastic matches to outside meets with high school and college club teams. This game is easy to learn and is guaranteed to be fast, furious, and fun. All equipment is provided. A fee is required to cover court rental, eye guards, and team shirts. Practices are off campus at Englewood Rec Center.

    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this class one time per school year.

    Trimester 3
    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this class one time per school year.

  • 11th Grade Experiential Education

    Curricular Activity:
    Interim - Each spring, students in Upper School participate in weeklong Interim trips designed to immerse students and faculty in experiences and pursuits that broaden their skills, test their abilities, and sharpen the awareness of the world in which they live. Whether they engage in artistic pursuits, service learning trips, or wilderness expeditions throughout the Rocky Mountains, students and CA alumni often describe this program as one of their favorite CA memories.
    • A weeklong immersive experiential program that includes the arts, outdoors, physiology, community engagement.
    • Promotes community building through small group interactions and cross grade interactions.
    • Provides challenging, hands-on experience.
    • Promotes student leadership through trip planning and execution.
    • Fosters grit and resilience through physically and psychologically challenging activities.
    Examples of past Interims include: Kayaking the Western Slope, Exploring the Canyonlands, Shoshoni Yoga, Blacksmithing, Ceramics in the Wild,  Archaeology in the Four Corners, Toy Shop, Gourmet Heaven, and more. In a typical year, 30+ Interim choices are offered.

    Belize: Environmental Field Studies
    This science-focused Interim is an opportunity for students to participate in meaningful, multi-day biological research projects in Belize. As time permits, other activities might include snorkeling, swimming with stingrays, and rainforest exploration. This Interim is open to Juniors and Seniors and is the culminating event for a technical science writing course taught during the third trimester as a Junior/Senior writing seminar. The journey begins exploring the Mayan ruins of Caracol, the Belize Wildlife Sanctuary, and the research taking place at the Belize Zoo. The heart of this experience is the four days spent at a remote research station, conducting scientific research and contributing to ongoing research projects. Probable topics include marine gas exchange, coral conservation, competition among marine species, and algae farming by damselfish.

    Recent Experiential Education Optional Local Activities:
    Trip ratings range from easy and moderate to difficult and from beginner and intermediate to advanced skill levels. These excursions are published annually, offered on weekends throughout the school year, filled on a first-come, first-served sign-up basis, charge a nominal fee, and are usually led by CA faculty and staff.

    South Platte River Fly Fishing
    Fishermen explore Colorado’s rivers and streams and get a lot of skill practice in patience and attention to detail. Students learn about watershed dynamics, fly-fishing strategy, fly pattern selection, and fish behavior. They learn to cast a fly rod, manage a line, hook and land trout, and take part in a quintessential Western sport.
    Additional Skills:
    • foster patience and attention to detail
    • bond with classmates outside of the classroom

    Rifle Mountain Park Climbing
    Rifle Mountain Park offers the best limestone sport climbing in North America. Rifle is approximately three hours west of Denver, near the town of Rifle, Colo. On this trip, students receive instruction on technical skills, climb spectacular sport routes, camp, and cook meals together. No prior experience is necessary.
    Skills:
    • learning climbing movement and terminology
    • learning belaying principles
    • understanding the construction and strength of climbing equipment, including ropes, harnesses, carabiners, and helmets
    • encouraging responsible risk taking and the benefits of challenge
    • fostering teamwork through effective belaying, coaching and support
    • learning about belay and climber safety checks and effective communication

    Eldorado Hut
    The Eldorado Hut is located five miles west of Turquoise Lake, near Leadville, Colo. The path into the hut winds through aspen forest for the first mile and gradually zigzags up a ridge on the north side of the lake. At the hut, views from the south window include a panorama of Bald Eagle Mountain and the 14,421-foot Mount Massive. Only one mile from the hut is fun glade skiing on Mushroom Mountain, and after returning from a tour, participants fire up the wood-burning sauna to finish off a great day in the Colorado backcountry.
    Additional Skills:
    • learning winter travel skills
    • providing opportunities for cross-grade interactions
    • promoting the principles of self-care (hydration, hypothermia, nutrition, pacing, etc.)
    • providing a novel experience
    • learning to prepare healthy and nutritious meals
    • learning to build a minimal fire
    • observing winter weather patterns
    • identifying avalanche terrain, snow instabilities, and how to travel safely in the backcountry

    Ice Climbing in Lake City
    The Ouray Ice Park is a man-made ice-climbing site in a beautiful natural gorge near Ouray, Colo. There is even a special area just for beginners. Home to more than 200 ice and mixed climbs, it has been called the best place in the world to develop ice-climbing skills. This trip is designed for beginners, and no prior climbing experience is necessary.


    Recent Exchange Programs

    Hutchesons’ Grammar School,Glasgow, Scotland
    This exchange program includes a two-week homestay experience with a Scottish family and attending regular classes at Hutchesons’ Grammar School. Students also participate in a variety of activities with their host families, such as exploring the Scottish countryside. CA families host the Scottish students for approximately two weeks in the fall.

    Colombia: Spanish Language & Culture Immersion
    With Colombia’s turbulent past rapidly receding, the nation is in the midst of a boom. Economic growth, safety, and stability are on the rise in all corners of the country, and visitors are joyously rediscovering the remarkable diversity and warmth of this gateway to South America. This hybrid exchange and travel program allows students to connect with the Colombian people, from shadowing high school peers in the capital Bogotá to exploring Afro-Indigenous traditions in the Caribbean port town of Cartagena. Two weeks after returning home, with Spanish still fresh on their tongues, students have the opportunity to reciprocate the hospitality.

    Colegio Virgen de Europa , Madrid, Spain
    CA students are paired with Madrid students to promote and improve their cultural and linguistic awareness. This exchange encourages students to build confidence and fluency in a second language and go out into the world to experience another culture firsthand. Central to this experience is the homestay, because it gives participants interaction with native speakers and language use in natural context. The school provides opportunities, both academic and extra-curricular, for students to understand and explore the culture of the other country. CA students travel in the fall and host in the following spring.


    Current Travel Programs, Interim and Optional

    Authentic Mexico Adventure - Service Adventure - Spring Break
    Students will immerse themselves in the true fabric of Mexico, including art, food, culture, language, and history. This experience includes exploring Mexico City’s vibrant art scene, rural homestays, adventure travel, and meaningful service projects guided by community partners.
    Mexico’s perfect white sand beaches, rugged canyons, tropical jungles, and arid plains are inhabited by some of the world’s nicest people, all of whom enjoy some of the world’s best food. The same is true for Mexico’s megacities, colonial hamlets, and dusty outposts. Our neighbor to the south truly has it all, yet few visitors experience the real Mexico. Our programs will show travelers the true fabric of Mexico, from small food stalls of Mexico City to pre-Columbian Zapotec ruins, as we travel between Mexico City, Puebla, and beyond.

    Chinese Language Immersion in Vancouver - Language Immersion - Spring Break
    This trip gives students a fantastic opportunity to explore the multicultural Asian environment of Vancouver. With almost 30% of its population as ethnic Chinese, the city and its surrounding
    suburbs are rife with historic sites and distinct neighborhoods that reflect a rich heritage. Students will practice language skills in many fun activities like Mahjong workshop, dumpling/dim sum making, calligraphy, and Chinese art.

    Colombia Adventure - Service and Language Immersion - Interim

    Students will have the opportunity to explore the historic center of Medellin and complete homestays and service projects in the remote and picturesque village of Jardin de Antioquia. The group will immerse themselves in the rich culture and history of Colombia and gain a valuable understanding of the conflict resolution and peace process that has transformed Colombia in recent years from civil war into a vibrant and welcoming country.

    The Island School, Eleuthera, Bahamas - Marine Science & Field Research - Interim
    This experience offers students the ability to step outside their comfort zone to focus on experiential learning and field and ocean research at one of the top facilities in the Caribbean. Students will build on science coursework in environmental chemistry and climate change, as they explore topics such as ocean acidification and renewable energy. This transformative experience encourages students to take a leadership role, enabling them to make meaningful changes in their own communities.

    Iceland - Photography, Climate Science, Travel - Summer

    Calling all intrepid photographers and scientists who have a thirst for adventure. Let us explore the amazing nation, Iceland, and investigate how we could be leading a more sustainable lifestyle.
    Our trip takes you to the most spectacular and otherworldly landscapes in a nation that prides itself on zero use of fossil fuels and single-use plastics. Whether it be enormous glacier lagoons where icebergs float and flow out with the tide to the shores of the black sand beach. Where we may also see seals, puffins, and the gentle giants of the sea, whales. This trip will be unforgettable and one in which you will return with a newfound appreciation of the world and how we can work towards creating such sustainability and conservation here in Denver.
    Read More

  • 9th-12th Grade Library & Research

    Digital Citizenship
    Students:
    • Learn how to use digital technologies responsibly
    • Understand the positive and negative roles digital media play in their lives
    • Understand the definition of cyberbullying and know how to avoid it
    • Understand all of the different types of online relationships
    • Understand the consequences of oversharing online

    Use of Research Tools
    Students:
    • Use the CA library catalog and databases to locate print and electronic resources in the school’s collection
    • Use CA LibGuides to access project-specific resources
    • Generate useful, efficient search terms and use various search strategies to conduct queries that will lead to narrow, focused results
    • Know the difference between Fiction and Nonfiction and how to locate books on the shelves by call numbers
    • Know the difference between a website and a database
    Source Selection, Documentation, and Organization
    Students:
    • Closely evaluate Internet resources to ensure they contain reliable, factual information
    • Distinguish between relevant and irrelevant information to meet specific research goals
    • Know when to discard/abandon sources as research needs shift
    • Work with a librarian for individualized assistance on the research process
    • Understand the difference between direct quotes, paraphrasing, and summaries and use all three correctly
    • Know the difference between primary and secondary sources
    • Understand what plagiarism is, how to avoid it, and the consequences of plagiarizing
    • Understand what an annotated bibliography is and successfully format and create one
    • Understand the importance of a Works Cited page and be able to cite and format sources appropriately
    • Understand what an in-text citation is and how to use them appropriately while writing
    • Follow the rules of copyright and fair use when using multimedia sources
    News Literacy
    Students:
    • Understand what it means to be a responsible news consumer
    • Distinguish between legitimate news and fake news
    • Be able to use various tools to evaluate Internet sources
    • Be able to gauge reliability and credibility of news reports (broadcast, print, Internet, etc.)
    • Know the difference between fact and opinion; recognize bias

  • 11th Grade Advisory

    Sample Advisory Discussion Topics, Grades 9-12:
     
    • Transitions: into Upper School, grade-to-grade, leaving CA and going to college
    • Study habits and organizational skills, establishing community norms (NAIS standards)
    • Self-advocacy
    • Friendships and healthy relationships, peer pressure
    • Managing holiday stress, appropriate self-care
    • Goal-setting for the short and long term
    • Disordered eating, healthy body image
    • Alcohol and drug use
    • School-wide topics introduced in Town Meetings, PlatFORUM, Think & Drive Day and other themed days
    • Other topics that each advisory chooses to discuss

Grade 12

List of 144 items.

  • Introduction to Computer Science

    This engaging introductory course introduces students to the exciting discipline of Computer Science. In this course, students develop an awareness of important computer science principles, such as programming, software-hardware interaction, and conceptual and formal design models. Programming topics covered include basic control structures (sequence, loops, branching), variables, abstraction, and simple array processing. Students develop strong computational thinking skills that they can apply in many other disciplines, such as robotics, mathematics, science, music, and art. Each student completes a well-planned and -designed larger programming project.

  • Introduction to Robotics

    Robotics is not only the future, but also the present. Robotics is a project-based course where students design, build, and program working prototypes of autonomous and interactive robots using a robotics system. This introductory course familiarizes students with programming, sensors, and automation. Students hone critical computational thinking skills needed to succeed in both the 21st century's workforce and in everyday life. Robotics encourages creativity, teamwork, leadership, passion, and problem-solving in groups. Best of all, robotics is fun!

  • Robotics ASR

    Advanced Robotics is for students who wish to take their robotics skills to the next level. This almost entirely student-led course is centered around the Vex Robotics Game for the year (announced each May for the following year). Students work in teams to analyze the game rules, develop a strategy and project timeline using Gantt charts, design their robot digitally in CAD, build and code their robot, and test and iterate on their design. Students are required to compete in two Saturday tournaments, as well as at the State Tournament if they qualify. This course is repeatable in subsequent years.

  • AI and Machine Learning ASR

    Machine Learning is a highly in-demand branch of Artificial Intelligence (AI), where computer programs can learn from processing data to make decisions. Countless industries are seeking to fulfill the promise of AI to create efficiencies, detect and predict issues, and help make data-driven decisions. This course covers fundamental AI concepts, such as supervised/unsupervised learning, as well as ethics and bias in AI, and heavily involves college-level mathematical concepts.

  • Computer Science Principles ASR

    Computer Science Principles ASR introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. With a unique focus on creative problem solving and real-world applications,  Computer Science Principles ASR prepares students for college and careers. This course introduces students to the central ideas of computer science, instilling the ideas and practices of computational thinking. The curricular framework for this course includes: creativity, abstraction, data and information, algorithms, programming, the internet, and global impact.

  • AP Computer Science A

    This course covers the Advanced Placement Computer Science A curriculum, focusing on the Object-Oriented Programming language of Java. Topics include the essentials of OOP, classes, methods, graphics, input/output statements, if statements, loops, strings, recursion, one- and two-dimensional arrays, searching, and sorting. The emphasis of this course is on problem solving, software engineering, and ethics. Students learn systematic ways of breaking down problems and writing well-documented programming code. This class covers material typical in a first-semester college Computer Science course.

  • Advanced Topics in Computer Science

    This course is intended for highly motivated students with a strong programming background who are interested in advancing their programming abilities beyond an introductory level and who desire to engage in independent learning. This project-based class does not focus on any particular programming language or topic and instead allows students to pursue applications of computer science in different areas of interest.

  • Advanced Computer Science and Data Structures

    This course covers advanced programming topics with an emphasis on data structures (sets, maps, stacks, queues, lists, and trees), and algorithm efficiency (Big-O notation). In addition, students examine advanced programming algorithms, such as sorting, searching, and recursive arrays. Students enhance their knowledge of Java and advance their programming skills to a higher level. This course also includes selected computer science topics, such as digital electronics, assembly language programming, cryptography, and machine learning. Only students with an advanced level of programming experience should enroll in this course. The course covers second-semester college-level material beyond the AP Computer Science A course.

  • The Anxiety of Influence - ASR

    This course explores how intertextuality enriches understanding of literature. Using T.S. Eliot’s “The Waste Land” as the core text of the class, students sift through the past, beginning with sacred Hindu texts that underpin Eliot’s poem. Students read and discuss a host of literary influences that speak directly to Eliot’s work and move toward a fuller understanding of Eliot’s impact on other works and authors. As Anthony Lane wrote in “The Shock and Aftershocks of ‘The Waste Land,’” the poem is “a symphony of shocks, and like other masterworks of early modernism, it refuses to die down…the shocks have triggered aftershocks, and readers of Eliot are trapped in the quake. Escape is useless.” This course examines the shocks and aftershocks of influence. Authors may include Derek Walcott, Dante Alighieri, John Milton, William Shakespeare, and Jessie Weston. Note: This is a 2-trimester course.

  • Prizewinners Now - ASR

    Each year, literary prizes are conferred for the most distinguished texts: the Pulitzer, the Neustadt, the Nobel, the Booker, and the National Book Award. While each of these prizes has distinctive qualities, they all aim to honor the “best” literature. This course asks: What makes a work of literature worthy of a prize? How does a prize-winning text differ from a bestseller? What do juries’ responses to literature reveal about both the literature and the jury? How do critical responses to literature shift over time? Students study a variety of the year’s award winners and interrogate the awards in three ways: quantitatively (identifying and evaluating the measurable qualities of award winners); philosophically (pursuing an understanding of aesthetics, taste, and beauty); and sociologically (asking questions about the cultures from which literature, juries, and critics emerge). Authors may include Barbara Kingsolver, Ananda Devi, Justin Torres, and Hernan Diaz. Note: This is a 2-trimester course.

  • Senior Seminar** - Honors

    The Senior Seminar serves as an opportunity for Senior students to have a culminating English experience. By engaging in a variety of unique reading and writing exercises, students reflect on their own developing identities and their place in the community and the world. In doing so, students not only continue to hone their critical thinking skills, but they also grapple with questions of purpose and meaning.

  • Fiction and Film - Honors

    Students may love going to the movies, but they probably don’t yet have a real vocabulary with which to talk about, assimilate, or assess them. This course introduces students to the language of film, using many of the same analytical models applied to literature. Students undertake this intensive study by looking at films that began as fiction—short stories, plays, novellas, myths, and novels—and study the works both as literature and as film. The films and literary works cover a range of contemporary and "classic" texts from writers such as Ted Chiang, James Baldwin, Roald Dahl, P. D. James, Daphne DuMaurier, and William Shakespeare. This class emphasizes critical writing and thinking about both literature and film, with most of the class time devoted to discussion, close reading, and critique of the texts. Students, therefore, are required to view most of the movies outside of class.

  • Fiction Writing - Honors

    Students in this course write and revise several drafts of their own original short fiction. They produce work of varying lengths and types, leading to the creation of a portfolio by the end of the trimester. Using the workshop model in which small groups and the whole class offer constructive critiques of peer manuscripts, students learn by reading and responding to their peers’ work as well as by studying the craft of fiction in the stories of a variety of short fiction writers. Authors may include Tiphanie Yanique, Tobias Wolff, George Saunders, Rajesh Parameswaran, Julia Alvarez, and Sam Lipsyte.

  • Forbidden Knowledge - Honors

    This course explores various treatments of a common theme: that limits on human knowledge exist for a reason. Students investigate and evaluate in world literature the consequences of overstepping the bounds of human nature. "Forbidden knowledge" includes information, understanding, awareness, and consciousness that may be inaccessible or otherwise unattainable. These paths to knowledge are forbidden by religious, moral, or secular authorities; are seen as dangerous, destructive, or unwelcome; and they are often expressed in unconventional or unfamiliar ways. Authors may include: Goethe, Huxley, Shelley, and Morrison.

  • Literature and Law - Honors

    Legal cases and stories are both about people and the complicated, messy relationships that they get into. A trial includes many of the same elements that are found in a story: a conflict between a protagonist and an antagonist, a narrative built around a series of events populated by characters with various and often conflicting points of view, and ultimately some kind of endpoint. In this course, students look at some of the many works of literature that involve legal cases and trials, and how literature and law function in different ways and toward different goals. Authors may include Herman Melville, Agatha Christie, Bryan Stevenson, Margaret Atwood, and Franz Kafka.

  • The Mystery Novel - Honors

    Over the course of nearly 200 years since the mystery story as we know it came into existence, the genre has transcended its origins as a mere “whodunit” puzzle to become a remarkably adaptable form of storytelling, through which writers have explored issues such as morality, justice, law, social order, heroism, and existential confusion. And of course, at the center of each mystery is the character who is attempting to solve it, giving us iconic fictional detectives who have become better known than the works in which they appear: Hercule Poirot, Miss Marple, Sam Spade, Philip Marlowe, Easy Rawlins, and of course, Sherlock Holmes. This course explores the mystery novel from its 19th-century roots to contemporary reimaginings of what the mystery story can be. Authors may include: Christie, Chandler, Hammett, and Atwood.

  • Nigerian Literature - Honors

    This course explores the literary imaginations of contemporary authors in the developing nation of Nigeria, the largest in Africa. Students gain a better understanding of Nigerian people and culture through topics such as national politics, the lasting impact of colonialism, oral storytelling traditions, and the rich diversity of religious experience. Authors may include Chimamanda Ngozi Adichie, Chigozie Obioma, Romeo Oriogun, Chibundu Onuzo, and Chinua Achebe–often considered the grandfather of contemporary African fiction.

  • Plays: From Literature to Ritual - Honors

    Plays are performance rituals that require the harmonization of three equal elements: structure (the script), interpretation (the actor), and observance (the audience). Using David Ball's seminal book Backwards & Forwards as its touchstone, this course examines the unique space scripts occupy as both rich literary documents and technical blueprints that provide actors the necessary structure to manifest a powerful artistic expression: the live dramatic production. This course begins in a familiar place for students of literature, analyzing how playwrights use theme, imagery, language, and characterization to create rich and meaningful works. While this is not an acting class (and no acting is required), students also learn how to interpret a script as actors. This requires radically different script-reading techniques and interpretive tools that ultimately lead the actor to a more nuanced, three-dimensional performance. Observance, of course, requires an audience. Students may attend a production of one of the plays covered in this course in Denver's thriving theater community. This class is co-taught by the English and Theater Departments. Authors may include Lynn Nottage, August Wilson, Tony Kushner, David Henry Hwang, and Steven Karam. 

  • Rhetoric: The Art of Public Speaking - Honors

    Rhetoric is a Greek word meaning the art of effective or persuasive speech or writing. In this class, students analyze classic public speeches of the past, as well as some of the most powerful contemporary examples from public speeches, TED Talks, and social media. Students consider persuasive writing and look at some “modern persuaders” in business and the language of sales. Students also learn the fundamentals of public speaking. Central to the class is the writing and performing of one original ten-minute speech. Students are required to present their speech at least once in a public setting beyond the classroom.

  • Russian Literature - Honors

    In America and Americans, John Steinbeck proclaims, “If I only read Russian history I could not have had the access to Russian thinking I have had from reading [Russian literature]. History only recounts, with some inaccuracy, what they did. The fiction tells, or tries to tell, why they did it and what they felt and were like when they did it." In this course, students consider the “why they did it and what they felt” of Russian and Soviet literature through the contexts of social change, justice and punishment, industrial and scientific progress, and Russian national identity. As such, this course looks closely at the history, religion, philosophy, and politics of this world power through the analysis of novels, poems, and plays that have become staples of Russian literature. Authors may include Ivan Turgenev, Leo Tolstoy, Fyodor Dostoevsky, Anton Chekhov, and Aleksandr Solzhenitsyn.
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  • Shakespeare - Honors

    This course explores the major works of William Shakespeare. Through close reading, as well as analytical writing, students appreciate not only the specific texts but also the workings of Shakespearean comedies, histories, and tragedies as a whole. Additionally, students interrogate how Shakespeare’s protagonists respond to the challenges placed before them. Finally, students articulate their understanding of Shakespeare’s themes, language, and literary and dramatic devices as they respond to given prompts and dramatize selected scenes from Shakespeare’s plays.

  • Southern Gothic - Honors

    William Faulkner once said, “The past is not dead. In fact, it’s not even past.” With the idea that the past informs not only the present but also the future, this course looks at the desperation and disintegration of Southern traditions and aspirations. Faulkner worked to create a new voice for the American South, while Flannery O’Connor exposed the failure of Southern expectations. Writing against the generalized mourning for an antebellum ethos, Richard Wright shines light on the plight and resiliency of Southern Black Americans. Contemporary authors Kiese Laymon and Jesmyn Ward carry on the tradition of questioning, exposing, and celebrating unique, regional voices. Despite their roots in a defeated region, these writers triumphed in creating an enduring form of literature.

  • Precalculus

    In Precalculus, students explore concepts that help them prepare for both calculus and statistics. The course begins with a thorough analysis of relations and functions, both algebraically and graphically. Functions of emphasis include linear, quadratic, polynomial, exponential, and logarithmic. A major component of this course is the study of trigonometry, including its real-world applications, and graphs of trigonometric functions. Statistics topics include one-variable data analysis and probability.

  • Precalculus - Honors

    Honors Precalculus is different from Precalculus. In this challenging, fast-paced course, students explore non-routine problems across algebraic topics. Students develop and generalize approaches working in collaborative groups. Topics contain material beyond what is necessary for Calculus, and introduce mathematical through-lines to a variety of college-level courses, including linear algebra, complex analysis, and discrete math. Students leverage symmetry and multiple representations to explore trigonometry, analytic geometry, combinatorics, and probability. Attention to precision and fluency with algebraic manipulation are practiced and valued throughout the course.

  • Calculus - Honors

    The course includes the topics of a traditional calculus curriculum, including limits, derivatives, continuity, antiderivatives, and the definite integral, without the depth or pace of the AP curriculum. The course begins with a thorough review of slope as a rate of change, with significant emphasis on real-world analyses and applications, in order to define and develop the concept of the derivative; then it covers the second fundamental concept, the integral, and its relationship with the derivative. Students apply their calculus skills to problems in business; economics; and the life, physical, and social sciences.

  • AP Calculus AB

    This college-level course closely follows the syllabus of the College Board for Advanced Placement AB Calculus and is primarily concerned with developing the student’s understanding of calculus and providing experiences with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally.

    The major topics covered in the course include functions, graphs, limits, and continuity; derivatives and their application; and integrals and their application. The TI-Nspire graphing calculator is used extensively throughout the course to analyze and graph functions, their derivatives, and their integrals, as well as to compute numerical values for a range of functions and their approximations. Student work is evaluated primarily through tests, which are designed to prepare students for the Advanced Placement Examination in May. Homework, which is extensive and regularly assigned, is thoroughly discussed during class, as are strategies for problem solving and modeling data.
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  • AP Calculus BC

    This course closely follows the syllabus of the College Board for Advanced Placement Calculus BC and emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally.

    The major topics of this course include: the rigorous definition of limits and derivatives; the derivatives of parametric, polar, and vector functions; differential equations and their applications; techniques and applications of antidifferentiation; and polynomial approximations and series. The TI-Nspire CX calculator is used extensively throughout the course to analyze and graph series, functions, derivatives, and integrals, as well as to compute numerical values for series and their approximations. Primary means of assessment include quizzes, tests, and projects. Tests are designed to prepare students for the Advanced Placement Examination in May.

  • Data Science and Statistics - Honors

    This course draws connections between all aspects of the statistical process, including design, analysis, and conclusions. Students are introduced to the major concepts as well as tools for collecting, analyzing, and drawing conclusions from data. Major themes include exploring data, sampling and experimentation, anticipating patterns, and statistical inference.

  • AP Statistics

    This course is a rigorous, yearlong investigation into the four broad areas of statistics: exploring data ( describing patterns and departures from patterns), sampling and experimentation (planning and conducting a study), anticipating patterns (exploring random phenomena using probability and simulation), and statistical inference (estimating population parameters and testing hypotheses). In this course, students solve problems and communicate quantitative results using clear, succinct writing and learn from investigations, simulations, and lectures. 

  • Cryptography in History & Mathematics - ASR

    This course delves into the fundamental mathematical principles that underpin modern cryptographic techniques as well as their historical context. Students learn the mathematical principles used to build cryptographic techniques, and how number theory drives the way cryptography works in the present day.  Topics include the emergence of simple code during the Greco-Roman era, the shift to more complicated cryptography methods during the Renaissance, the use of the Enigma Machine in World War II, and the revolutionary development of Public Key Cryptography during the 1970s. By the end of the course, students gain a solid foundation in both theoretical concepts and practical applications of cryptography as well as an understanding of the important historical frameworks that shaped their work. This course is co-taught by Math and Social Studies Department faculty. Students who complete this 2-trimester course earn 1 trimester credit in Math and 1 trimester credit in Social Studies.

  • Advanced Topics in Mathematics

    This college-level class offers students exposure to topics that apply or extend their knowledge. Topics vary from year to year as well as within a year, allowing a student to take this course multiple times. Students use a TI-Nspire CX graphing calculator and computer programs to enhance their understanding of the course. Primary means of assessment include quizzes, tests, and projects.

  • REDI Lab Overview

    The U.S. represents almost 5 percent of the world’s population, yet it is home to more than 60% of the Nobel prizes awarded—more than 400 in total, led by the prize for physics (Dillinger). What inspires this creativity, ingenuity, and success? Research, entrepreneurship, design, and inquiry (REDI Lab), coupled with a design ethos, a permission mindset, self-awareness, and creativity.
     
    In this program, students practice the hallmark of a CA education: experience and student agency. This is done by innovating around space and time. Space—students commute to and work out of the REDI Lab Coleman Center. Time—students design a schedule incorporating self-direction so that time can be realigned to accommodate taking on a project or an idea. In all REDI Lab course offerings, students learn from a place of curiosity, conduct deep research around novel ideas, and then get out into the world to design and test solutions. 

    In community with peers and in Denver, participants make meaning during the REDI Lab program by understanding that deep learning soars when learners work in community and alongside one another. Every member of a REDI Lab experience is carefully guided through a process of unlearning; they learn how to be reflective and metacognitive and they practice the skills that are necessary to be successful in life beyond high school.

    The REDI Lab program is designed using principles and concepts taken from industry and the business world—specifically Silicon Valley. Our values are agency, creativity, and community. Our “why?” is to build community around individual student passions and ideas and create value by sharing them. We invite students to join us in this optimistic wager to uncover more of what’s possible.

  • REDI Lab

    Eleventh and Twelfth Grade students may apply to participate in the REDI Lab during the second or third trimester. The process to join begins by discussing the options with an advisor, teacher, and/or member of the REDI Lab team. Considerations around course schedule during a given trimester, involvement in extracurriculars, and work toward the completion of graduation requirements are the primary factors to consider when choosing Trimester 2 or 3. This choice and agency is the beginning of self-directed learning to discover more of what’s possible in education with the support, guidance, and help from CA and REDI Lab faculty. After submitting an interest form, students meet with a member of the REDI Lab to discuss schedules, project aspirations, and interests to discern what trimester option would be best. Once an offer is made to join a REDI Lab Trimester cohort, students may choose to join, decline, or defer to the next school year.

  • Mindsets of Design & Innovation in a Postnormal World

    In an era marked by rapid change, complexity, uncertainty, and ambiguity—referred to as "postnormal" by scholars—this course aims to equip students with essential skills and methodologies crucial for navigating, innovating, and excelling in such versatile environments. In this course, students are invited to embrace the challenges and opportunities of an ever-evolving and unpredictable future and learn the design tools and mindsets that will help them navigate it. Students use what they learn to work on design challenges related to the disruptive technologies and global shifts that are pushing us into uncharted territories as a world, helping students cultivate resilience in uncertainty and apply their creativity to think through complex problems as forward-thinking citizens.

  • Inquiry, Imagination, Identity: Past & Present

    Human history can be understood as a story of the interplay between questions, dreams, and ego. The transformative power of this interplay has led to the complexities of identity that people enjoy today, both good and bad. This course explores the intersections of inquiry, imagination, and identity in different societies at different times in history as a vehicle to understanding human experience. Overall, the course also serves as a journey of self-discovery in which students develop the skills to engage in the diverse stories that shape their world, then produce and share projects that solve some of the world’s most pressing issues.

  • Global Design & Social Innovation

    This course focuses on the exploration of the question—What would happen if a generation of human ingenuity was unleashed with the goal of improving the human condition for all people? Over the past decade, many industries have begun to emphasize design and creativity as a path toward overcoming “crises, from climate change to fragile states and youth unrest.”  This course examines the complexity of contemporary problems in the world along with the opportunities to solve them using global perspectives. Using design thinking and innovation, students work with businesses or non-profit organizations to develop unique solutions for them. In preparation for this project, students explore design through challenges that range from propaganda and traffic to technology and social issues.

  • AP Chemistry

    A chemistry course at the level of first-year college chemistry for science majors, this rigorous course builds upon the required year of Chemistry with more mathematical applications of concepts already learned, as well as additional topics in acid-base equilibrium, phase diagrams, rate kinetics, thermodynamics, quantum mechanics, and electrochemistry. During the year, students are introduced to nuclear chemistry and organic chemistry. Woven within these topics are challenging lab exercises that become open to student design as the year progresses.

  • Environmental Chemistry - Honors

    In this lab and project-based course, students explore how the environment exhibits all the things they have learned in their Biology and Chemistry courses. The course focuses on how the chemistry and biology of water, air, and earth are used to gauge human health and that of the natural environments. Topics include: water treatment, pollution, greenhouse gases, and hazardous waste management, among others. Several field trips supplement the inquiry-based activities in the classroom.

  • Physics - Honors

    Physics (Honors)/ AP Physics 1 (AP) are first-year physics courses. Only one of these courses may be taken for credit.

    An introduction to classical physics, this course emphasizes logical thinking and conceptual development. Through discussion, inquiry-based lab experiences, and student-centered problem solving, students develop an inquisitive approach to understanding the natural world around them. Examples of topics explored include motion, forces, energy, momentum, light, waves, sound, electricity, and magnetism.

  • AP Physics I

    Physics (Honors)/ AP Physics 1 (AP) are first-year physics courses. Only one of these courses may be taken for credit.

    AP Physics 1 is a rigorous algebra-based, introductory course designed to provide the passionate math and science student with an intellectual curiosity for physics. Equivalent to the first semester of a college course designed for non-technical majors, AP Physics 1 develops the conceptual understanding and problem-solving skills necessary to ask and to solve physical questions. This is accomplished both qualitatively and quantitatively, and through reasoning and experimental investigation. Topics include classical Newtonian mechanics, which covers kinematics, dynamics, rotational motion, oscillations, and gravitation. Guided inquiry labs are conducted throughout the course to enhance learning and promote scientific curiosity and reasoned skepticism.

  • AP Physics C

    AP Physics C is a calculus-based, second-year physics course covering classical mechanics, electricity, and magnetism. The curriculum is designed to deepen student understanding of introductory concepts in these topics, while fostering the development of advanced problem-solving techniques. Students must be willing to undertake a college-level workload and contribute actively in a cooperative learning environment. Student-centered labs are conducted throughout the course to enhance learning and promote scientific curiosity and reasoned skepticism.

  • Physiology - Honors

    The need to survive can force the body to go into overdrive. Using stories about extreme conditions and survival, students explore the structure and function of a variety of body systems, from the cardiovascular to the brain and muscle systems. Students utilize scientific inquiry and laboratory activities to gain an understanding of the inner workings of the human body.

  • Advanced Topics in Biology: Genetics - Honors

    Genetics is an introductory college-level course based on the principles discovered by Gregor Mendel. Throughout the trimester, students design and conduct experiments to uncover patterns of inheritance in fungus, plant, and animal models. Each inquiry-based laboratory exercise requires a formal laboratory report that includes statistical analyses and oral presentations of results. The scientific method, inquiry, and scientific modeling are skills emphasized throughout this course. Students leave the course with a deep understanding of how traits are inherited and the statistical probabilities of passing on a trait based on specific patterns of inheritance.

  • Advanced Topics in Biology: Tiny Earth I & II

    CA has been given the opportunity to be part of the Tiny Earth Initiative, a group dedicated to discovering antibiotics created by soil bacteria. The program, designed by professors at Yale University and the University of Wisconsin, offers an unusual opportunity for collaborative research. Colorado Academy is one of the few high schools involved; most of the other participants are colleges and universities.
    Students design their own research projects that may potentially uncover a unique antibiotic produced by a soil bacterium. Students first learn the protocols necessary for this research: primarily, the basics of working with bacteria in a sterile environment and the extraction process for retrieving an antibiotic. Students produce a poster presentation and a journal article, and if all goes well, are asked to present at the annual Microbiology Conference.

    Tiny Earth II is an opportunity for students to continue the individual research projects they began in Tiny Earth I. Students must complete Tiny Earth I prior to taking Tiny Earth II.

  • Advanced Topics in Biology: Zoology/Taxonomy

    Diversity within the three domains of life is studied through the evolution of species, anatomy of organisms, Linnaean classification, and microscopy. Laboratory work consists of comparative studies of the structure of invertebrates and vertebrates, emphasizing the functional morphology of the anatomical systems and the major adaptive changes encountered in the evolution of each body plan. This course provides a broad understanding of how organisms have evolved progressively more complex body plans from the last universal common ancestor to what we can observe on the planet today. Students in the course leave with a greater understanding of the relatedness of organisms on Earth and a working knowledge of their taxonomic groups.

  • Climate Change - Honors

    This lab-based course is designed as an introduction for students to understand the impacts of climate change. Climate change is the defining issue of our time, and humanity is at a defining moment. From shifting weather patterns that threaten food production to rising sea levels that increase the risk of catastrophic flooding, the impacts of climate change are global in scope and unprecedented in scale. Students investigate what role humans play in climate change and what can be done to mitigate it. Topics include environmental capacity, biogeochemical cycles, ocean acidification, carbon footprint, what climate is and how it differs from weather, and human impacts on the environment, both short and long term.

  • Exercise Science - Honors

    This course provides a broad background for students planning to further their education in Exercise Science at the undergraduate level. Students complete a rigorous curriculum covering anatomy, biomechanics, exercise physiology, sport psychology, and motor learning/control. This course offers excellent preparation for undergraduate work in adapted physical education, adult or corporate fitness, biomechanics, exercise physiology, motor control, ergonomics, sport psychology, and sports medicine. The strong emphasis on applied science in the course makes it suitable for students who are interested in the coaching of movement sciences.

  • Science Discoveries that Changed the World - Honors

    This lab-based course explores the science of pivotal discoveries that have changed the world. Students delve into critical discoveries, experiments, and individuals who have transformed the landscape of science and thus, the landscape of history. The first half of the course covers the discovery of the structure of the atom that led to understanding of matter and energy, viruses and bacteria, antibiotics and vaccines, and the universe and humanity’s place in it. For the second half of the trimester, students lead their learning on a topic or discovery of their choice.

  • Economics in Theory and Practice - ASR I

    This course introduces students to the core ideas of economics, including scarcity, allocation of resources, tradeoffs, the function of free markets, monetary and fiscal policy, the financial system, and international exchange, as well as the application of those ideas in the real world. The curriculum provides a full introduction to the field of Macroeconomics that prepares students to take the College Board’s AP Macroeconomics exam if they choose to do so, but it also exposes students to the field of behavioral economics and requires the production of a unique piece of synthetic research in the area(s) of global interaction, macroeconomic policy, and/or economic development. This is a yearlong course.

  • History of Ideas and Inventions ASR I

    Eyeglasses, plumbing, elevators, surgical masks, lightbulbs, airplanes, cameras, the internet, and smartphones…all of these began as an idea, came to life through an invention, and then changed the world. This course aims to explore the emergence, development, and impact of ideas such as the ones listed above—and so many more. Students look at innovations from around the globe and consider the systems that allowed for their development and the changes that emerged from their implementation. Students also examine constructs of access, failure, oppression, and inclusion within innovation. While very much a history course, students draw on cultural studies, literature, ethics, religion, science, engineering, the arts, and economics in their examinations. Topics include, but are not limited to, Renaissance art, Enlightenment philosophy, 19th-century medical discoveries, the Scientific Revolution, modern economic structures, and military advancements.

  • International Gender Movements - ASR II

    International Gender Movements explore how forces within a society—family, media, school, science, etc.—help to create, regulate, and reinforce gender. Through a combination of reading, writing, film-viewing, discussion, and independent research, we investigate how gender overlaps and interacts with other aspects of identity—such as race, class, ethnicity, sexuality, religion, political affiliation, etc.—all the while calling these categories into question. This course focuses on ways people outside the United States “do gender,” ultimately leading us to a more nuanced understanding of how gendered power and gendered roles are not inherent to our biology, but grow from a complex web of cultural forces. Students in this course should expect 45 minutes of homework per night, with texts ranging from sociology textbook chapters, critical studies from academic journals, and the nightly news. The course culminates in a research project based on individual student interest. This is a two-trimester course.

  • Superpowers: China, Russia, & the United States in the Modern World - ASR II

    Friends, enemies, allies, competitors, colleagues, opponents…China, Russia, and the United States have regarded each other in a variety of ways over the course of the last two centuries. The news is currently dominated by the actions of these three countries, both in tandem and alone. There is no doubt about it: they are global superpowers politically, economically, and diplomatically. Students in this course assess how and why these nations were catapulted to superpower status. Students study the modern history of each of these nations and then consider the events in the 20th century that have propelled them both toward and against one another. This is an interdisciplinary and research-based course; students dive deep into the cultures and practices of these countries so that they can better grapple with their actions on the contemporary world stage. This is a two-trimester course.

  • Independent Study - ASR III

    This course is designed for those students who want to continue their work as social scientists and historians but along a path that is centered around student choice. Students must identify their subject area of interest and then, during the second trimester of their Senior year, submit a proposal about their course of study and the product that accompanies it. Students create their own course of study with guidance from their teacher and with support from others in the class. While offered as a Social Studies course, the Independent Studies class allows ample room for interdisciplinary initiatives, connections to experiential learning, varied research pathways, and multiple opportunities for assessment. This is a one-trimester course.

  • Age of Empires - Honors

    This course explores a series of issues central to the character of global empires—the causes of their expansion, the drive for military security, the psychology of colonial dominion, their ecological and economic transformations, the rise of nationalist resistance, and the dynamics of imperial decline. From the Mongol and Holy Roman Empires of the medieval world to the Japanese and British Empires of the Industrial Age, students study the rise and fall of some of the most influential political forces in world history.

  • American Social Movements - Honors

    This course delves into the dynamic and transformative era of the 1960s and 1970s in America, examining the profound impact of social movements that shaped the nation's sociopolitical landscape. Through a comprehensive exploration of the civil rights movement, anti-Vietnam War protests, feminist activism, and other pivotal campaigns, students gain a nuanced understanding of the forces that fueled these movements and how they intersected and influenced each other. Students analyze the strategies, leaders, and grassroots efforts that defined this period, exploring the role of marginalized communities in challenging systemic injustices. By examining primary sources, documentaries, and scholarly works, students critically assess the successes, limitations, and enduring legacies of these movements, fostering a deep appreciation for the individuals who courageously fought for social justice and the profound societal transformations that ensued. Students engage in thoughtful dialogue, fostering a holistic understanding of the complexities surrounding activism in the 1960s and 1970s, and draw connections to contemporary social issues.

  • Competitive Debate - Honors

    This course focuses on learning the principles of debate, researching topics based on contemporary and philosophical conversations, and developing argumentation strategies to deploy in interscholastic competition. Students have the opportunity to learn Lincoln-Douglas, Public Forum, and World Schools debating formats, and compete with students across the country in various tournament opportunities. Within the class, students develop research-based argumentation, understand ethical challenges within research, and develop rebuttal strategies to effectively counter opposing cases. Competitions require time commitment outside of the classroom. Note: This class is also open to Tenth Grade students and can be taken multiple times.

  • Contagion: A History of Epidemics - Honors

    Life has changed significantly since the onset of the COVID-19 pandemic in March of 2020. Unsurprisingly, this is not the first pandemic to impact the world and shift individual, societal, and governmental choices. This class aims to frame the most recent pandemic by exploring past diseases: where and how they emerged, why they spread as they did, how countries and governments attempted to cope in the face of these challenges, and in what ways societies changed as a result. Students learn about diseases such as the bubonic plague, smallpox, cholera, measles, influenza, AIDS/HIV, and SARS. This is very much a global study of disease and includes a diversity of locations, including Russia, Mexico, Fiji, England, China, Spain, and the United States. Students explore past pandemics through an interdisciplinary lens, considering not only history but also public policy, sociology, healthcare, statistics, geography, and literature.

  • Economics and Finance - Honors

    This course introduces students to foundational macro- and microeconomic principles arising from the central problem of economics: how to allocate scarce resources in an environment of unlimited wants. The course touches upon the function of free markets, government intervention in the economy to achieve stability and growth, financial assets and institutions, international trade and interdependence, and personal finance.

  • Gender Studies - Honors

    This class explores how forces within society—e.g., family, media, school, science—help to create, regulate, and reinforce gender. Through a combination of reading, writing, film-viewing, discussion, and independent research, students investigate how gender overlaps and interacts with other aspects of identity—such as race, class, ethnicity, sexuality, religion, political affiliation—all the while calling these categories into question. Though focused primarily on the United States, this class also explores the way people across the globe “do gender,” ultimately leading students to a more nuanced understanding of the impact this aspect of identity has upon the society in which we participate and in their own day-to-day lives.

  • Genocide - Honors

    The horrors of the Holocaust led to unprecedented international action to ensure that genocide would never happen again. And yet, episodes of human cruelty, mass murder, and genocide overwhelm the historical record up to the present day. In this course, students study how genocide works: its prerequisites, its warning signs, and how it is carried out. This course asks: How are the categories of war, mass murder, and genocide constructed? Under what conditions do societies engage in war, mass murder, and genocide? Who and why do various segments of a society become victims and victimizers? What social psychological factors are at play in justifying war, mass murder, and genocide? What role does the state play in the development, implementation, and justification of war, mass murder, and genocide, and also in their prohibition, obstruction, or cessation?

  • Global Commons - Honors

    The Global Commons—the High Seas, Atmosphere, Polar Regions, and Outer Space—are areas filled with a remarkably rich history of global cooperation by state actors. As non-state actors begin to emerge within these spaces and as the geopolitical priorities of countries shift, these areas—often referred to as the common heritage of humanity—are facing unique challenges within these quickly evolving landscapes. This course examines theoretical and legal frameworks established to deal with emerging contemporary issues in these shared spaces and discusses potential opportunities for cooperation and conflict for the world at large. Through policy analysis, class debates, case studies, and the construction of a position paper, students have the chance to formulate and express ideas about some of the most pressing issues facing the Earth and beyond.

  • Good Governance - Honors

    This class asks a simple but important question: is there such a thing as a good government? The course begins with a theoretical approach to the idea of effective governance, examining a variety of philosophers who have explored this concept on their own. Political theorists include, but are not limited to: Plato, Hammurabi, Machiavelli, Ibn Rushd, Rousseau, Montesquieu, Bentham, Smith, and Marx. Once students have a firm grasp of important historical frameworks for governance, they apply them to the world around them. How can one understand government structures and the choices made by political actors through the lens of past philosophy? Case studies include, but are not limited to: the Hague War Crimes Tribunal, Bhutan’s Gross Happiness Index, Scandinavian Shared Parental Leave plans, China’s One Child Policy, Israeli Defense Forces, and the Vatican. Students leave the class with a good understanding of important political philosophies, as well as an appreciation for how to apply those ideas to the world around them.

  • Immigrants in American History and Life - Honors

    Long considered a “nation of immigrants” and a “melting pot,” there is no denying that America is a country that was birthed, built, molded, and bettered by immigrants. But the story of immigration to America is multifaceted. This course traces the history of immigration and the meaning of citizenship from America’s very beginnings to the present day. Students investigate the many issues, events, and controversies surrounding the history of American immigration: questions of inclusion and exclusion, settlement patterns, issues of race, gender, and ethnicity, and the evolution of federal immigration policy. As we move chronologically through time, students are encouraged to critically analyze, question, and critique commonly held narratives surrounding immigration by examining a wide variety of primary and secondary sources to substantiate their interpretations. This course places particular emphasis on exploring lived immigrant experiences throughout American history, and specifically, lived immigrant experiences in the Denver area. Throughout the semester, students conduct independent research, engage in mock debates on immigration issues, and apply historical context and perspective to current events surrounding immigration.  

  • International Relations - Honors

    Dive into the fascinating world of foreign policy, where superpowers clash, alliances are forged, and the fate of nations hangs in the balance. This course explores the complex web of relationships between countries, from historical rivalries to modern-day partnerships. Students analyze the forces that drive global conflicts—from resource scarcity to ideological differences—and brainstorm creative solutions to pressing issues like climate change and terrorism. Through simulations, debates, and guest speaker presentations, students step into the shoes of diplomats, negotiators, and world leaders. Students hone research and communication skills as they tackle real-world case studies and current events. By the end of this course, students are equipped to navigate the complexities of international relations with confidence, and maybe even change the world, one treaty at a time!

  • Modern Mexico - Honors

    This course surveys the recent national history (from approximately 1900 to the present) of a country of great importance to the United States and the rest of the Western Hemisphere. Students explore the incredible diversity of Mexico and how people of distinct regions, racial and cultural backgrounds, and social classes—from both urban and rural areas—experienced the Porfirian Dictatorship, the Mexican Revolution, the PRI's political consolidation, and the democratic era since the year 2000. 

  • Nazi Germany and the Holocaust - Honors

    This course explores the mass murder of European Jews by the Nazis during World War II. Students learn about the roots of anti-Semitism in European history, as well as the rise of Adolph Hitler and the National Socialist Movement in Germany. The course looks at how the Third Reich planned and implemented a vision of removing Jews from history, as well as the complicit nature of the Soviet Union and other Eastern European states. Students examine how the Holocaust affected German life, and also how Jews resisted in the face of near overwhelming oppression. Finally, the course examines how the Western Allies did and did not respond to the plight of European Jews both before and during the war, and the central role the Holocaust played in the creation of the state of Israel.

  • Pre-Columbian Andes - Honors

    This course examines the development, flourishing, and declines of the major Andean civilizations, with emphasis on the Moche, Wari/Tiwanaku, and Inka, from the earliest human settlement through the early 1500s. This class offers a unique opportunity to introduce students to radically different mindsets and worldviews. It makes clear the achievements of peoples who were far from the circum-Mediterranean (where many assume all civilization developed). It also presents people who are usually cast as victims of colonization in a far more complex light. This course calls on students to extend the skills they have developed in history classes, such as primary source analysis, in a more intentional and strategic way because of the nature of the existing primary sources. It also introduces students to the basics of art historical analysis, cultural anthropology, and archaeology, and how these approaches can shed light on the distant past.

  • Religions of the World - Honors

    This course presents a comparative study of Hinduism, Buddhism, Judaism, Christianity, and Islam. A major emphasis of the course is understanding these religions from a historical perspective: their origins, evolution, and development over time. The first objective of this class is to determine how each of these religions thinks about the world by studying their respective basic doctrines, practices, key people and events, and great texts. The second objective is to continually ask how these religions are similar and how they are different. Students learn how religions function in the 21st century, including how religion helps people to orient themselves in time, space, and place; the ways in which religion interacts with politics, economics, law, power, privilege, and gender relations; and the problem of religious violence and terrorism.

  • Supreme Court - Honors

    This class focuses on the United States Supreme Court through both historical and contemporary lenses. Students begin by looking at the structure of the Court—its origins, constitutional parameters, composition, and selection of cases. Students discuss and debate topics, such as how many justices should serve on the Court or whether life appointments should still exist. After establishing a solid base in the workings of the Court, students turn to case studies, organized by theme and constitutional questions, and consider them as a group. Themes include the right to privacy, equal protection before the law, crime and punishment, and free speech—to name but a few. In the final weeks, students turn to the current Court’s docket and debate the merits of upcoming cases. By the end of the class, students have a firm grasp of the history of the Court, how it has shaped constitutional law and public policy in a number of areas, and what challenges it faces in the modern era.

  • War on Terror - Honors

    This course examines the terrorism in the late 20th century and the events that led to the 9/11 attacks. Students learn about the ideology and belief system of jihadist radicals, including al Qaeda and ISIS. They also examine the response to 9/11 by the Bush Administration, including the decision to send American troops to Afghanistan and Iraq. Students study the foreign and military policy of the Obama administration as they struggled to contain and suppress the spread of radical Islamic terrorism. Students also learn about the experience of American soldiers as they served in Iraq and Afghanistan.

  • Years that Rocked America: 1968, 1989, 2001 - Honors

    In this course, students examine three pivotal years in 20th- and 21st-century American history to better understand how the events of these years transformed American society and foreign policy. For 1968, students investigate the social movements that promoted reform throughout the 1960s (the Civil Rights Movement, the Black Power Movement, the Chicano Movement, the Gay Rights Movement, and the Women’s Liberation Movement). Each of these movements came to a head in different ways in 1968, so students are pushed to examine the changes and continuities that the events of 1968 ushered in for the movement. For 1989, students study how the United States was transformed in the wake of the collapse of the Soviet Union. To what extent did America’s role in the world change and to what extent did it stay the same? How did American values and priorities at home shift as a result of the end of the Cold War? Finally, students investigate the short- and long-term impacts of the 9/11 attacks on the World Trade Centers to better grasp the domestic and foreign implications of the attacks for American citizens and the American nation.

  • Introduction to Engineering Design

    Department of Engineering Design:
    In this hands-on, project-based course, students learn and practice using the human-centered design process to design and make things—to see a need, take a design idea, devise a plan, and fabricate a functional, finished product. Along the way, students receive a comprehensive orientation to the Anderson Innovation Lab and essential training in the safe and appropriate use of all of the lab’s fundamental tools and other specialty tools as needed. Roughly half of the course is focused on manual skills and the designing and fabricating of projects by hand. Students apply and build upon these skills within the digital realm, using 3D CAD software, 3D printers, and the laser cutter/engraver to design and precisely fabricate their original, functional designs.

    Two trimesters of Engineering Design can be taken to fulfill the Computer Science requirement for students in the Classes of 2025 and 2026 only. Trimester Engineering Design courses taken for Computer Science credit do not earn Art credit. Two-trimester courses can be taken for Computer Science credit in one trimester and Art in another, but not both in the same trimester. Courses taken after the Computer Science requirement is complete can only be taken for Art credit. Students in the Class of 2027 or later can take Engineering Design courses for Art credit only. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • Introduction to Engineering Design: Focus on Women

    In this hands-on, project-based course, students learn and practice using the engineering design process to design and make things—to see a need, take a design idea, devise a plan, and fabricate a functional, finished product. This section focuses on women in different fields of engineering and offers opportunities for students to connect with female-identifying professionals, Society of Women Engineers (SWE) members, college students, professors, and others to help prepare students who are interested in pursuing engineering further. Along the way, students receive a comprehensive orientation to the CA Innovation Lab and essential training in the safe and appropriate use of all the lab’s fundamental tools and other specialty tools as needed. Roughly half of the course is focused on manual skills and the designing and fabricating of projects by hand. Students also apply and build upon these skills within the digital realm, using 3D CAD software, 3D printers, and a laser cutter/engraver to design and precisely fabricate students’ original, functional designs.

  • Engineering & Fabrication I

    Department of Engineering Design:
    Engineering & Fabrication is for students who wish to take their engineering design and fabrication skills to the next level. Students learn advanced 3D CAD modeling techniques such as Assembly, Sheet metal, and Generative Designs. Students expand upon their skill base to include advanced tools and processes such as the CNC router, learn and practice applying principles of engineering mechanics and physics in the design and evaluation processes, and embark on an engineering design project based on an individual topic of interest. At the end of the course, students leave with their finished projects and a broad set of design and fabrication skills. 

  • Engineering & Fabrication II

    Department of Engineering Design:
    Engineering & Fabrication II is for advanced students who wish to continue their engineering journey. Students advance their 3D CAD modeling skills by creating larger, more complex assemblies. They expand upon the skills gained from Engineering & Fabrication I to include more advanced tools and processes, such as 3D scanning and welding. As this is an advanced course, students can apply knowledge gained in other classes (such as Physics, Pre-Calculus, and/or Calculus) to their engineering work. At the end of the course, students leave with their finished projects and an advanced set of design and fabrication skills 

  • Introduction to Biomedical Engineering

    Introduction to Biomedical Engineering is for students interested in applying engineering principles and skills learned from Introduction to Engineering Design to the medical field. This hands-on, project-based course introduces students to the field of biomedical engineering with an emphasis on the design and testing of medical devices for various applications such as cardiovascular, orthopedic, and surgery. Students also learn about biomedical engineering careers and specializations such as cellular & tissue engineering, biomechanics, and imaging.

  • Chinese I

    In this engaging, proficiency-oriented language-learning course, students master the basics of reading, writing, speaking, and understanding Mandarin Chinese while also discovering Chinese culture. Students are introduced to the pinyin system of Romanization (standard in mainland China) and use the Simplified character set (also standard in mainland China) when reading and writing. While Chinese is a demanding language to learn, key strategies and techniques are covered to help students become more effective language learners. In addition to activities from the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience. By the end of the year, students can express basic information about their daily life, family, and preferences, both orally and in written Chinese characters, as well as perform common life tasks in a thoughtful and culturally appropriate way.

  • Chinese II

    Building on the skills and vocabulary students acquired in Chinese I, this course challenges students to perform more complex tasks pertaining to travel and engaging with a larger community of Chinese speakers. Similar to Chinese I in its structure and expectations, this engaging, proficiency-oriented language course emphasizes reading, writing, speaking, and understanding Mandarin Chinese, while also stressing cultural awareness. Students use the pinyin system of Romanization (standard in mainland China) and the Simplified character set (also standard in mainland China) when reading and writing. In addition to activities related to the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience.

  • Chinese III

    Building on the skills and vocabulary students acquired in Chinese II, this course guides students in performing important tasks for independent living at college, including nurturing friendships, talking about schoolwork, and managing finances. Similar to Chinese II in its structure and expectations, this proficiency-oriented language course emphasizes reading, writing, speaking, and understanding Mandarin Chinese, while also growing students’ cultural awareness. Students are expected to use Simplified characters for all reading and writing assignments. In addition to activities related to the course textbook, an abundance of authentic materials, native voices, and real-life language applications are woven into the course experience.

  • Chinese IV

    By the end of this course, students are increasingly comfortable using the language to express themselves more fully in speaking and writing. They give presentations to their classmates and write longer compositions. Students also are able to increase the degree of comprehension while listening to and reading Chinese. To further both of these goals and to improve accuracy, students add to the sophistication of their vocabulary and polish their use of grammar to communicate more effectively. In addition, Chinese IV focuses more on history, politics, and current events. Students have the opportunity to connect to Chinese-speaking cultures through music, essays, literature, photographs, art, authentic materials, and videos.

  • Advanced Chinese Seminar - Honors

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students who complete this yearlong course continue to work in all areas of language acquisition (speaking, reading, listening, and writing) and will broaden their knowledge of Chinese and Chinese-speaking cultures through authentic sources. During this course, students are asked to speak and write authoritatively and insightfully in Chinese about the topics of each year's themes. The thematic focus may include: ancient and modern literature, current events, and a more in-depth study of Chinese politics, art, and history. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Advanced Chinese Topics - Honors

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students who complete this yearlong course continue to work in all areas of language acquisition (speaking, reading, listening, and writing) and will broaden their knowledge of Chinese and Chinese-speaking cultures through authentic sources. During this course, students are asked to speak and write authoritatively and insightfully in Chinese about the topics of each year's themes. The thematic focus may include: ancient and modern literature, current events, and more in-depth study of Chinese politics, art, and history. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • AP Chinese Language and Culture

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need three or more years of upper level courses.

    Students study second-year college-level material to prepare for the Chinese AP exam in May. Emphasis is on interpersonal skills, interpretation of spoken and written Chinese, and knowledge of Chinese culture. Students use a variety of resources to explore the history, geography, arts, current events, and pop culture relative to thematic units. Students show mastery in a variety of ways, including participation in in-class discussions, writing analytical essays, creating projects, giving presentations, and taking traditional tests.

  • Chinese Cultural Studies ASR

    One advanced Chinese course (Chinese Cultural Studies ASR, AP Chinese Language and Culture, Chinese Seminar, or Chinese Topics) is offered each year on a rotating basis to meet the needs of students who enter our program with an immersion background and need 3 or more years of upper level courses.

    This advanced language course offers students the unique opportunity to explore ethnic groups in China, economic dynamics, and diverse cultural traditions. With 56 distinct ethnic groups in China, each possessing unique traditions, cultures, and even languages, students can focus on those that intrigue them the most. In the second trimester, students look into China's economics, exploring potential connections with ethnic groups and examining diversity within economic contexts. The third trimester is equally engaging, as students unravel the nuances of Chinese cuisines, exploring differences among ethnic groups and regions and uncovering the reasons behind these culinary variations.

  • French I

    The French curriculum allows students to acquire basic practical vocabulary and fundamental grammatical structures while building cultural awareness. Goals include, but are not limited to, learning to ask and answer simple questions, describe people, express likes and dislikes, and narrate a short sequence of events. The culture and geography of French-speaking countries are also stressed. Students learn to comprehend spoken French through frequent exposure to authentic material via audio and video exercises, where emphasis is given to understanding the meaning of unfamiliar words through context. By the end of the course, they can communicate basic information. Students can expect in-class oral paired activities and nightly assignments.

  • French II

    French II continues the study of language by providing numerous practices to increase linguistic skills and vocabulary acquisition. The course also emphasizes structures needed for effective communication in most common situations. Classes include a variety of activities designed to increase fluency in speaking, understanding, reading, and writing. Students perform skits, create dialogs, and conduct interviews of their peers. Finally, students write paragraphs and respond in writing to oral, visual, or written cues, using appropriate grammar and syntax. Work is done both individually and in pairs, providing students with opportunities to use the language in a variety of ways. Assessment of student progress includes, but is not limited to, written tests and quizzes, oral interviews, compositions, and daily participation.

  • French III

    The primary linguistic goal of Level III French is to allow students to express themselves in increasingly more precise, detailed language. Special emphasis is also given to reading comprehension and written self-expression. Through projects, oral presentations, and written reports, students explore the cultural background of the French-speaking world, as well as contemporary daily life in France. Strong focus is given to practical language use, building reading skills, expanding vocabulary, and establishing a firm grammatical foundation in French. Assessment of student progress includes, but is not limited to, written tests and quizzes, oral interviews, compositions, and daily participation.

  • French IV

    French IV combines a review of French grammar and an expansion of vocabulary with an introductory study of Francophone literature and culture. French IV focuses on developing students’ written, oral, and aural skills so that they may begin to use French at a high intermediate level of proficiency. Students learn about contemporary life in Francophone countries; they also explore some of the literature that has shaped the French identity via authentic texts of Francophone authors.

  • Advanced French Seminar - Honors

    This course is offered in even graduation years.
    Students who complete this yearlong course explore French and Francophone culture, art, literature, and civilization through a variety of readings from authentic sources (texts, films, other media) intended for native speakers. Units may include the French education system, current events, and classic literature. The focus is on project-based learning and discussion of content. Previously learned grammar structures are reinforced with minimal introduction of new grammar. This course may be taken after French IV, and either before or after AP French. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • Advanced French Topics - Honors

    This course is offered in odd graduation years.
    Students who complete this yearlong course explore French and Francophone culture, art, literature, and civilization through a variety of readings from authentic sources (texts, films, other media) intended for native speakers. Units may include the French education system, current events, and classic literature. The focus is on project-based learning and discussion of content. Previously learned grammar structures are reinforced with minimal introduction of new grammar. This course may be taken after French IV, and either before or after AP French. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes.

  • AP French Language and Culture

    Students who enroll in this college-level French language course already have a good command of French grammar and vocabulary, and have competence in listening, reading, speaking, and writing. The AP course provides students with opportunities to demonstrate their proficiency in each of the three modes of communication: Interpersonal (spoken and written), Interpretive (audiovisual, written, and print), and Presentational (spoken and written).
     
    The AP French Language and Culture course is structured around six themes: global challenges, personal and public identities, science and technology, beauty and aesthetics, contemporary life, and families and communities. Each theme includes multiple contexts for exploration that address essential questions for the 21st century. This structure creates an interesting, meaningful context in which to explore a variety of language concepts with authentic material (audiovisual and print).

  • Spanish I

    The Spanish I curriculum allows students to acquire basic practical vocabulary and fundamental grammatical structures while building cultural awareness. Goals include, but are not limited to, learning to ask and answer simple questions, describe people, express likes and dislikes, and narrate a short sequence of events. The culture and geography of Spanish-speaking countries are also stressed. Students learn to comprehend spoken Spanish through frequent exposure to the “real-life language” of native speakers via video programs and other resources, where emphasis is given to understanding the meaning of unfamiliar words through context. By the end of the class, they are able to communicate basic information. Students can expect in-class oral paired activities, group communicative exercises, and nightly assignments.

  • Spanish II

    The primary goal of Level II Spanish is to ensure that students acquire more vocabulary and grammatical constructs for practical communication in everyday situations. Emphasis is placed on strengthening the acquisition skills of reading, writing, speaking, and listening. Students still mostly use isolated words, lists, memorized phrases, and some personalized recombination of words and phrases; however, they begin to use these with more ease and attention to detail. They become increasingly comfortable speaking and writing in the present tense and begin using the imperfect and preterit tenses to narrate events in the past. Cultural topics are interwoven throughout the year, so that students come to appreciate the dynamic relationship between language acquisition and cultural competence. Written and oral assessments, short compositions, and an emphasis on daily classroom participation and preparedness play a key role in building skills. Additional resource materials such as short novellas, films, and online sources supplement the textbook.

  • Spanish for Heritage Speakers I & II - Honors (second year)

    This course is designed to offer students whose home language is Spanish an opportunity to study Spanish formally in an academic setting, in the same way native English-speaking students study English language arts. Many native/heritage students are partially bilingual and vary in their language skills, and this course is designed to expand their command of the Spanish language with further development of their reading, listening, writing, and speaking skills; vocabulary building; preparation in basic principles of composition and grammar, spelling, sentence structure, punctuation, accents, and paragraph organization; and study of Latin American and Spanish literature and culture, with selections from novels, myths, short stories, plays, and poetry. Class is conducted entirely in Spanish. Students study current events and analyze the political and socio-economic issues facing the Spanish-speaking world. Students are expected to participate orally through class discussion, debates, and presentations. Writing assignments for this course focus on developing creative, analytical, and persuasive writing skills. The differences between formal and informal language, both oral and written, are stressed throughout the year, in addition to deepening reading comprehension and critical thinking skills in Spanish.

    This course may be taken for two years and is a prerequisite for heritage speakers to take Advanced Seminar, AP Spanish Language, and AP Spanish Literature.

    At the end of Heritage I, students take a proficiency assessment to determine the next step in their progress and may take Spanish III, IV, or Heritage II, depending on their needs.

  • Spanish III

    Reinforcing the basic language skills learned in the first two years, Spanish III students participate in progressively more challenging conversations and are presented with more complex reading and writing material. Students produce longer and more detailed pieces of writing, both in and outside of class. They also continue to practice the receptive skills of listening and reading through use of technology, in-class discussions, frequent reading assignments, and videos.

    The main textbook is supplemented by readings from other sources, such as a book of Mexican legends for the summer reading, a short novel in Spanish, and other authentic materials. In addition, we view two educational feature-length films in Spanish to further students’ access to authentic spoken language and to build confidence in discussion. In Spanish III, discussion and writing builds students’ repertoire of vocabulary, while improving their syntax and the accuracy of their grammatical structures. Although students complete a thorough review of verb tenses and other grammatical topics at this level, it is also a year of learning many new verb tenses.

  • Spanish IV

    By the end of this course, students are increasingly comfortable using the language to express themselves more fully in speaking and writing. They speak in front of their classmates (both extemporaneous and prepared discourse) and write compositions of varying lengths and styles. Students are also able to increase their degree of comprehension while listening to and reading Spanish. To further both of these goals and to improve accuracy, students add to the sophistication of their vocabulary, polish their use of grammar to communicate more effectively, and integrate various verb tenses to their usable language. In Spanish IV, students connect to Spanish-speaking cultures through music, essays, literature, photographs, art, the internet, current events, authentic materials, and films.

  • Advanced Spanish Seminar - Honors

    This course is offered in even graduation years.
    Students who complete this yearlong course have intensive and nuanced practice in all areas of language acquisition (speaking, reading, listening, and writing) and broaden their knowledge of Spanish and Spanish-speaking cultures through a variety of authentic sources (intended for native speakers). During this course, students are asked to speak and write authoritatively and insightfully in Spanish about each of the year’s themes. The thematic focus may include the Culinary History of the Spanish-Speaking world; Gender Roles and Class Divisions in Turn-of-the-Century Spain; or Film and Fiction in Latin America and Spain, among others. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes. This course may be taken by eligible language students either before or after the AP Language course.

  • Advanced Spanish Topics - Honors

    This course is offered in odd graduation years.
    Students who complete this yearlong course have intensive and nuanced practice in all areas of language acquisition (speaking, reading, listening, and writing) and broaden their knowledge of Spanish and Spanish-speaking cultures through a variety of authentic sources (intended for native speakers). During this course, students are asked to speak and write authoritatively and insightfully in Spanish about each of the year’s themes. The thematic focus may include the Culinary History of the Spanish-Speaking world; Gender Roles and Class Divisions in Turn-of-the-Century Spain; or Film and Fiction in Latin America and Spain, among others. Course content is offered on an alternating year basis, so students may elect to take both Advanced Seminar and Advanced Topics and study a different set of themes. This course may be taken by eligible language students either before or after the AP Language course.

  • AP Spanish Language and Culture

    In this college-level course, students continue to improve and refine their skills in Spanish. This course emphasizes using language for active communication, reading increasingly complex texts, and developing more sophistication and accuracy in speaking and writing, while exploring the culture and literature of the Spanish-speaking world. Students use a variety of resources to explore the history, geography, arts, current events, and science/technology related to six global thematic units. Students demonstrate learning in a variety of ways, including participation in class discussions, writing analytical essays, creating projects, giving presentations, and taking practice AP tests. There is also a cursory review of grammar and vocabulary related to daily life and frequent practice to prepare students for the Advanced Placement Spanish Language Exam.

  • 20th Century Hispanic Literature ASR

    20th Century Hispanic Literature, History, and Culture ASR is comparable to a college-level Introduction to Hispanic Literature course. It is based on a required reading list. The works on the list are of literary significance and represent various historical periods, literary movements, genres, geographic areas, and population groups within the Spanish-speaking world. The objective of the course is to help students interpret and analyze literature in Spanish. In this discipline, understanding context is essential, so students learn about different historical periods and artistic/intellectual movements relevant to each of the texts, along with relevant biographical information about each author, in order to enhance their understanding of each work.

  • Acting/Scene Study

    Department of Theater:
    Acting/Scene Study lays the foundation for actor training through scene and monologue study. This course teaches young actors how to cultivate presence, work moment-to-moment, and be truthful in an imaginary situation. It is the training ground for all advanced work. Trimesters do not need to be consecutive, but it is highly recommended for progression to advanced work.

  • Acting for the Camera

    Department of Theater:
    (This course is offered in even graduation years.)
    In this course students develop techniques to use the camera as an acting partner, while retaining the ability to focus on other actors during the scene. Actors use imagination and emotional preparation training integral to stage performance, while learning the skills necessary for working with challenging edits, the non-linear timeline of film and TV production, an on-camera director, and the unique demands and environment of a studio setup. Students also prepare for on-camera auditions and monologues to equip them to navigate demo-reels, social-media based web series, and professional film, TV, and commercial production.

  • Improvisation

    Department of Theater:
    (This course is offered in odd graduation years.)
    Improvisation is a course for students who want to get better at thinking on their feet and reacting in the moment, become better communicators/collaborators/presenters, and who enjoy laughing! Open to anyone and everyone, this course delves into the world of the unscripted performance technique known as improvisation. Students learn the rules, techniques, and foundations of this form that gave us some of the greatest comedic minds: Tina Fey, Kristin Wiig, Bill Murray, Steve Carell, and more! Students present at least one improv show for a live audience. 

  • Advanced Acting/Production

    Department of Theater:
    This course is open to all students who have fulfilled the Acting/Scene Study prerequisite and are in Grade 10 or above. Students enrolled in this course audition for, rehearse, and perform a play for a live audience. Rehearsals take place in class, with some after-school and weekend commitments in the week leading up to the performances.

  • Musical Theater

    Department of Theater:
    This workshop-style course offers students a focused study of the techniques used in musical theater performance. It is intended for anyone who is interested in learning how to perform in the musical theater style, using songs from shows ranging from Oklahoma! and West Side Story to Hamilton and Dear Evan Hanson. Students are encouraged to choose repertoire within their range and according to their interests. The course is a progressive training ground for advanced work in the annual musical presentation.

  • Technical Theater

    Department of Theater:
    The objective of this course is to introduce students to the tools and protocol of mounting a major production, as well as to provide them with solid working experience from plans on paper to hands-on construction on stage. Students are trained in the aesthetics of lighting and scenic design, as well as in the knowledge of operating equipment safely and mastering a basic reading of ground plans, elevations, and computer-generated design.

    Advanced Technical Theater is available upon completion of a full year of Technical Theater and permission of the instructors. Three trimesters of Technical Theater complete a one-year credit but do not need to be taken consecutively. Advanced Technical Theater is a yearlong course. 

  • Theater Practicum

    Department of Theater:
    Practicum (Tech Theater) is a hands-on training course in some aspects of the production. With a theater advisor, practicum students arrange their course of study. They must complete enough hours to fulfill a trimester of work to earn credit, which may include work on one or more shows and events, including stage management, lighting, sound, scene painting, props, stage crew, program or poster design, musical accompaniment, box office management, or ushering. Students may fulfill all hours in one trimester for credit or they may spread out assignments over the course of the year to equal a trimester of credit. There is no prerequisite for this course, but students must contact a faculty member in the Theater Department to set up an appointment before enrolling.

    Practicum (Performance) is an opportunity for students to participate in a mainstage production for Art credit. With Department approval, students who are cast in one of two mainstage productions may use that show as an Art credit. Mainstage productions perform on the Leach Center for the Performing Arts stage and rehearse in the evening after sports. Students should be prepared to attend all evening rehearsals for which they are called, abide by all expectations set forth by the director, and participate in all dress rehearsals and performances. 

    Theatre Practicum is graded Pass/Fail and so is not included in GPA calculations.


  • Studio Art I

    Department of Visual Arts:
    Studio Art I introduces the foundations of visual arts, as students begin exploring their artistic voice. In an open studio, students develop independent art projects in a variety of media, including drawing, painting, printmaking, and sculpture. Students draw inspiration from contemporary and historical artists to envision their own individual creative direction. Emphasis is placed on creativity and execution of the Studio Habits of Mind, including expression, persistence, and reflection on their own work and the work of others.

  • Studio Art II

    Department of Visual Arts:
    During three trimesters, Studio Art II provides further development of students’ technical skills and conceptualization. Students work toward the following goals: individual growth in technical skills in the use of their chosen media; the development of evaluative and critical-thinking skills from participation in regularly scheduled critiques; and growth in creativity and original style. In addition, students continue to analyze the work of contemporary artists, focusing on installation and interactive media.

  • Advanced 2D Art

    Department of Visual Arts:
    This course allows artists to choose a concentration in drawing, painting, or mixed media, emphasizing color theory and composition. They explore complex approaches in their chosen medium that strengthen and develop their individual artistic voice. Artists work to build technical skills, while deepening their sense of personal expression. They practice analyzing and verbally articulating the impact of their own work, as well as supporting the work of their peers. This is a two-trimester course.

  • Algorithmic Art

    Department of Visual Arts:
    Students enter the world of visual expression, computational creativity, and design thinking to create something out of nothing and bring their ideas to life. They explore the intersection of coding and visual art, using P5 code to create two-dimensional imagery and three-dimensional sculpture. They delve into functionality and form through abstraction and data visualization, embrace happy mistakes, and take risks. Students speak with and learn from professionals in the field. After completing this course, students can continue to pursue their passions in the arts or computer science. This course is co-taught by Computer Science and Visual Arts Department faculty and earns Art credit.

  • Digital Art

    Department of Visual Arts:
    This course explores imagery, text, and color in digital media using Adobe Creative Suite programs on the iPad, including Fresco and Illustrator. Students use all aspects of the artistic process, while learning about digital drawing, vector graphics, pixel graphics, and image manipulation. Inspired by contemporary artists and digital media’s function in society, students develop their own independent projects, including illustration, graphic design, and digital fabrication.

  • Introduction to Architectural Drawing

    Department of Visual Arts:
    In this introductory course, students explore the basic skills that are important in standard building design. The students practice axonometric drawing, perspective drawing, observational drawing, and drafting skills. They discover how all of these skills can assist in learning how to use computer-aided drafting software in designing unique spaces that have a personal aesthetic.

  • Ceramics I

    Department of Visual Arts:
    This course gives students the opportunity to explore a variety of hand-building methods, including coil, slab, modeling, and molding. Every student also gains experience using the potter’s wheel to create ceramic objects. Students learn how to apply several surface treatments and glazes to their projects, as well as a basic understanding of the kiln-firing process. As students gain skills, they are encouraged to initiate their own ideas, use creative problem-solving to create unique works, and explore traditional and contemporary ceramic practices.

  • Ceramics II

    Department of Visual Arts:
    This course allows students to build upon the basic skills they learned in Ceramics I in both hand building and wheel throwing. Students go deeper into the nuances of ceramic art by exploring myriad things that artists do with clay. Students also learn studio habits that facilitate artistic growth, as they explore their own emerging artistic voice.

  • Advanced Ceramics

    This course allows students extended time to experience ceramics more deeply than the single trimester course. Students explore traditional and novel/exploratory art-making practices with clay, while also exploring the concept of artistic voice—the unique expression of each artist. This course teaches students about designing and creating utilitarian and non-utilitarian objects, while investigating contemporary and historical ceramics. This is a two-trimester class.

  • Photography I

    Department of Visual Arts:
    In this course, students investigate the nature of photography as an important field of artistic practice, conceptual knowledge, and technological procedures. Essential skills and techniques focus on the DSLR camera, studio lighting, and post-production using Adobe Photoshop. This material practice is supported with historical and critical studies of the work of practicing photographers and visual artists. Students deepen their understanding of the history of photography and how photographers effectively construct images.

  • Photography II

    Department of Visual Arts:
    Photography II is an expansion of Photography I. Students build on a solid foundation in traditional and contemporary photography, through complex analog and digital material explorations and artist investigations. In-depth personal and group projects emphasize refined photographic practice through still work, as well as multimedia crossovers in the digital world. In their critical and historical studies, students further expand their understanding of historical and contemporary photographers to enhance their knowledge of the past and how it informs their own photographic practice.

  • Advanced Photography

    Department of Visual Arts:
    This course allows artists to choose a concentration in photography, whether it be in analog or digital camera work or post-production techniques and methods of display. They explore complex approaches in their chosen medium that strengthen and develop their artistic voices. The course further develops students’ understanding of photography through deeper and sustained investigations of photographers’ conceptual and material practice in increasingly independent ways. Critical and historical investigations of photographs and their image makers are undertaken by students to lead them to an increasingly accomplished understanding of how photography invites different interpretations and explanations.

  • Videography I

    Department of Visual Arts:
    Videography I introduces students to camera operation, video editing, film analysis, and collaboration. Students establish the foundations of visual sequential storytelling through the use of storyboarding, shot sizes, as well as editing to establish and manipulate time. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. Students build their constructive feedback skills through group discussions about artists and their work.

  • Videography II

    Department of Visual Arts:
     Videography II is an expansion of Videography I. Students build on a solid foundation in camera operation, Premiere Pro, film analysis, and co-production. Students expand on their sequential storytelling skills, digging deeper into sound, foley work, camera movement, and experimenting with creative cut sequencing. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. Students are expected to participate in group artist discussions as well as continue to build on constructive feedback skills. 

  • Advanced Videography

    Department of Visual Arts:
    Advanced Videography is a two-semester deep dive into Videography. Students continue to build on the skills established in Videography I & Videography II. Students expand their sequential storytelling skills, investigating lighting, set, and visual effects. Projects are self-directed and draw influence from themes explored in the classroom and contemporary artists. As students delve deeper into their creative voice, they begin to investigate contemporary influences on their work. Students are expected to offer insight and constructive feedback in group discussions about artists and their work. This is a two-trimester course.

  • Visual Arts Senior Portfolio - ASR

    Department of Visual Arts:
    This advanced seminar course is designed to engage students in the professional experience of building and exhibiting a portfolio of work. Students identify an area of focus within Ceramics, Photography, Studio Art, or Videography and develop a body of work and artist’s statement that represents their individual perspective and technical proficiency. Through peer critique, discussion, and reflection on historical and contemporary art, students learn to effectively convey their artistic voice. Opportunities to visit Denver-area galleries and artists are available. As an artists’ collective, students collaborate and curate an exhibition of their work. Throughout Trimester 3, students utilize their skills with other artists to collaborate on a community art project.

  • Yearbook I

    Department of Graphic Design & Publication:
    Throughout this course, students plan, design, and produce CA’s yearbook, Telesis, which is distributed to over 1,000 members of the school community.

    Yearbook I students are members of the yearbook staff, charged with creating a professional publication that represents the school. Students learn and apply basics of graphic design and layout. They write short articles to accompany their layouts, and they work with the yearbook advisors, editors, and the representative from the publishing company to create and guide pages through the publication process. Students in Yearbook I may enroll for one, two, or three trimesters.

  • Yearbook II

    Department of Graphic Design & Publication:
    Throughout this course, students plan, design, and produce CA’s yearbook, Telesis, which is distributed to over 1,000 members of the school community.

    Yearbook II students are editors of the yearbook staff, charged with creating a professional publication that represents the school and with helping to train Yearbook I students. This editorial staff helps decide and design the overall look of the yearbook, maintaining a consistent theme and color scheme throughout the book. They work with the yearbook advisors, staff, and the representative from the publishing company to create and guide pages through the publication process. This is a yearlong course.

  • A Cappella Choir

    A Cappella Choir is an auditioned, mixed (SATB) choir that sings a wide range of challenging repertoire, primarily a cappella. Student ensembles receive valuable training in musical literacy and theory; understanding, performing, and appreciating various genres and cultures of vocal music; and developing vocal production and technique. Performing for an audience is the primary focus, as performances provide an experience that cannot be reproduced in the classroom and are used to evaluate the skills learned in class. Attendance at all performances is required in order to receive credit for this course.

  • Academy Jazz

    Department of Music and Dance:
    Academy Jazz is an invitation-only performance group. Students learn creativity and discipline through the study of a range of jazz styles. Emphasis is placed on understanding music theory as it relates to chord structures and progressions, as well as improvisation. Students are required to attend all performances, including at least one outside performance. This is a two-trimester course.

  • Academy Orchestra

    Academy Orchestra is a performance ensemble for experienced musicians and features performances on and off campus. Students encounter a range of classical music; explore different, pertinent musical eras; and apply different performance techniques to challenging and fun pieces. Students are encouraged to participate in both the Trimester 1 & 3 orchestras. Accepted instrumentation: Strings, Woodwinds, Brass, Percussion, Harp, Piano (limited number).

  • Audio Engineering

    Department of Music and Dance:
    In Audio Engineering, students explore sound, studio recording, and music production techniques and technology, en route to producing their own studio recording projects. They learn how to plan and direct recording projects; use industry-standard audio recording and production software to mix tracks and add effects; program and use virtual instruments within recording projects; and produce and share their own music and the compositions and performances of others. Students finish the course with a digital portfolio of music projects that they have recorded and produced. Audio Engineering also involves projects and investigations in the production of sound for video, acoustics and acoustic room treatment, and sound synthesis. This is a two-trimester course.

  • Chanteurs

    Department of Music & Dance:
    Chanteurs is an audition-based, 16-20 voice mixed (SATB) choir for advanced students who demonstrate superior musicianship and place a high dedication to choral singing in their lives. The ensemble sings a diverse and challenging repertoire, with a specific emphasis on also singing a cappella and jazz. All members strengthen existing sight-reading skills and proper vocal technique and are strongly encouraged to participate in the CHSAA and Colorado All-State audition process. This is a specialty group which meets outside of the regular schedule and does not receive arts credit.
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  • Chamber Orchestra

    Department of Music & Dance:
    This class focuses on the educational components of playing in an orchestra, including music history, music theory, instrumental technique, and ensemble skills. Students encounter a range of classical music; explore different, pertinent musical eras; and apply different performance techniques to challenging and fun pieces. Students are required to attend all performances. Accepted instrumentation: Strings, Woodwinds, Brass, Percussion, Harp, Piano (limited number).

  • Concert Choir

    Department of Music & Dance:
    Concert Choir is a non-auditioned, mixed (SATB) choir that sings a wide range of challenging repertoire. Student ensembles receive valuable training in musical literacy and theory; understanding, performing, and appreciating various genres and cultures of vocal music; and developing vocal production and technique. Performing for an audience is the primary focus, as performances provide an experience that cannot be reproduced in the classroom and are used to evaluate the skills learned in class. Attendance at all performances is required in order to receive credit for this course.

  • Individual Music Lessons

    Individual instruction is available in both vocal and instrumental music for all students of all skill levels. Enroll through the Music Department or the Colorado Academy website at the beginning of the school year. Music lessons do not receive Arts credit. Students must complete at least one trimester of a curricular ensemble (Concert or A Cappella Choir, Orchestra, Jazz or Rock Ensemble, Academy Jazz) in Ninth or Tenth Grade for academic credit to be eligible to continue lessons in Eleventh and Twelfth Grade.

  • Jazz Ensemble

    Department of Music and Dance:
    Jazz Ensemble is a performance group. Students learn creativity and discipline through the study of a range of jazz styles. An emphasis is placed on understanding music theory as it relates to chord structures and progressions, as well as improvisation. Students are required to attend all performances.

  • Music Theory ASR

    Department of Music and Dance:
    Music Theory ASR is a yearlong course. Students are expected to have had some musical experience prior to entering the course, and they must pass a basic proficiency examination.

    The course is designed to provide students with an in-depth understanding and application of various aspects of music theory, including music fundamentals (pitch, rhythm, scales, and triads); foundations of harmony and counterpoint; interpretation and creation of chord progressions and larger musical forms; jazz and modern-era theory and practice; and developing skills in sight singing and dictation.

  • Rock Ensemble

    Department of Music and Dance:
    Rock Ensemble is a performance group. Students learn creativity and discipline through the study of a range of rock and popular music styles. Emphasis is placed on understanding music theory as it relates to chord structures and progressions. Students are required to attend all performances.

  • Dance: Techniques and Practices

    Department of Music & Dance:
    This course offers foundational training in terminology, technique, and studio practices of a variety of styles. Through dance, students develop artistic habits and gain physical flexibility, strength, balance, and coordination. Students are encouraged to foster their own creative process and expression of self through choreographic prompts. All classes have an opportunity to perform if they would like to do so. 
    • Trimester 1: Beginning Tap – This class focuses on introducing students to the foundational principles and techniques of tap dancing. This is a true beginner class that is geared towards those with little to no prior experience in tap dancing. Students work on rhythm, musicality, and articulation of sound in feet, while building speed of movement. Various styles of music are utilized. All are welcome and encouraged.
    • Trimester 2: Intermediate/Advanced Tap – This class explores tap techniques as they relate to all styles of music, including pop, rock, rap, musical theater, big band, and jazz. Students work on rhythm, musicality, and articulation of sound in feet, while building speed of movement. Prerequisite: Instructor approval.
    • Trimester 3: Broadway Dance – This class explores all styles of dance utilized in Broadway shows. The focus is on physical style, storytelling, and techniques as related to different time periods, locations, and characters.

  • Vertical Dance/Site-Specific Dance Study

    Department of Music & Dance:
    This class explores the adventurous and stunning nature of site-specific and vertical dance. Students begin on the ground with basic movement concepts and practices and gradually move to practicing vertically. In addition to vertical, students explore site-specific dance–dancing in unexpected locations that lend new interpretation and possibility to choreography. Vertical dancing utilizes climbing gear, including top rope, harness, and GriGri belay devices. When ready, students try outdoor locations, such as suspended on a building wall, tree, or rock face.

  • Dance Company

    Department of Music & Dance:
    This is an Intermediate/Advanced performing ensemble. Only students who have been approved will be able to enroll in the Company. Students who wish to apply must submit a letter of interest to Ms. Zaremba.

    This group practices and explores multiple styles of dance and choreography to create pieces of repertoire to be performed throughout the school year. There is increased opportunity and emphasis on student-generated choreography and individual expression. In addition, students explore ways to utilize dance as a means of giving back to our community. Students are asked to think critically, creatively, and ethically while combining service, choreography, and performance. The Company meets during a scheduled school block; however, additional rehearsals may be scheduled outside of class time. These rehearsals are scheduled with the dancers' schedules and commitments in mind. Students are not required to enroll for both trimesters, but may do so.  

    Students must have achieved an Intermediate to Advanced level of ability and must collaborate and work well with others. If a student is not ready for Company work at the start of the school year, they may train through Dance electives and reapply for the second trimester.


  • Athletics - Competitive

    Two trimesters of athletics are required in Freshman and Sophomore years.
    One trimester of athletics is required in Junior and Senior years.

    The Department of Athletics encourages student-athletes, regardless of past experience, to try a competitive sport option. Previous experience or skill is not required; however, a commitment to the team, effort, and a positive attitude is! Students are encouraged to exceed the minimum requirement.  Students are encouraged to play at least one CHSAA-sanctioned sport during their time in Upper School.

    The Upper School athletic program (Grades 9-12) offers students various choices in establishing healthy lifetime activity patterns in coordination with a highly competitive interscholastic athletic program. Goals for all students include, but are not limited to, success against outside competition, building a strong sense of self-worth, learning lessons in human relations and collaboration, developing the ability to lead and follow, gaining specialized training in varied athletic skills, developing a mastery of sport-specific skills, cardiovascular conditioning, and demonstrating good sportsmanship.

    CHSAA- Sanctioned Competitive Sports Options

    Trimester 1
    Cross Country
    Field Hockey
    Golf, Boys
    Soccer, Boys
    Tennis, Boys
    Volleyball, Girls

    Trimester 2
    Basketball, Boys
    Basketball, Girls
    Ice Hockey
    Swimming/Diving, Girls

    Trimester 3
    Baseball
    Golf, Girls
    Lacrosse, Boys
    Lacrosse, Girls
    Soccer, Girls
    Tennis, Girls

  • Athletics - Non-Competitive

    Two trimesters of athletics are required in Freshman and Sophomore years.
    One trimester of athletics is required in Junior and Senior years.

    The Upper School athletic program (Grades 9-12) offers students various choices in establishing healthy lifetime activity patterns in coordination with a highly competitive interscholastic athletic program. Goals for all students include, but are not limited to, success against outside competition, building a strong sense of self-worth, learning lessons in human relations and collaboration, developing the ability to lead and follow, gaining specialized training in varied athletic skills, developing a mastery of sport-specific skills, cardiovascular conditioning, and demonstrating good sportsmanship.

    Independent Athletic Credit: Students already participating in athletic programs outside of school may complete a “Petition for Athletic Credit” to determine whether their programs meet the requirements to receive credit. Students must have participated in the activity for a minimum of 3 consecutive years before the request is made. The activity must include a competitive or public performance component. Independent credit is only given up to a maximum of one trimester in any one school year.

    A student may take any dance class in the curriculum for athletic credit for one trimester per year. A dance class may also be used to fulfill an art credit, but it cannot count for both types of credit during the same trimester.

    Credit for managing a CHSAA-sanctioned team is granted on a case-by-case basis and must be approved by both the Head Coach and the Director of Athletics. There is a maximum of 2 managers per team, and daily attendance at all practices and games is required. Specific team and program responsibilities will be outlined by the Head Coach of the program.

    Non-CHSAA-Sanctioned Club Sports & Non-Competitive Sports

    Trimester 1
    Climbing     - Every student in rock climbing is required to have climbing shoes. Students learn how to climb and belay in a safe manner. They hone their skills in a variety of environments and challenge themselves both mentally and physically. Participants are encouraged to compete in weekend Colorado High School Climbing League Competitions. Students may only enroll in this class one time per school year.
    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this course one time per school year.

    Ultimate Frisbee - Competitive Club Sport. Team plays in Altitude Youth Ultimate League.

    Trimester 2
    Climbing - Every student in rock climbing is required to have climbing shoes. Students learn how to climb and belay in a safe manner. They hone their skills in a variety of environments and challenge themselves both mentally and physically. Participants are encouraged to compete in weekend Colorado High School Climbing League Competitions. Students may only enroll in this class one time per school year.

    Racquetball - Racquetball is a lifetime sport offered for novice to intermediate players. Competition varies from year to year, from interscholastic matches to outside meets with high school and college club teams. This game is easy to learn and is guaranteed to be fast, furious, and fun. All equipment is provided. A fee is required to cover court rental, eye guards, and team shirts. Practices are off campus at Englewood Rec Center.

    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this class one time per school year.

    Trimester 3
    Sports Performance - This course is designed to aid in the development of health and wellness in each student with a structured plan designed to enhance strength, speed, mobility, and energy systems. Students also learn about nutrition, cognitive reconditioning, and independence in movement, and they build character through time management, self-respect, and effort.

    Student Athletic Trainer - Students are instructed in various aspects of athletic training/sports medicine. Students participating in this program are required to assist the sports teams during all practices and assigned games, the specific number of which will be determined. Students may only enroll in this class one time per school year.

  • 12th Grade Experiential Education

    Curricular Activity:
    Interim - Each spring, students in Upper School participate in weeklong Interim trips designed to immerse students and faculty in experiences and pursuits that broaden their skills, test their abilities, and sharpen the awareness of the world in which they live. Whether they engage in artistic pursuits, service learning trips, or wilderness expeditions throughout the Rocky Mountains, students and CA alumni often describe this program as one of their favorite CA memories.
    • A weeklong immersive experiential program that includes the arts, outdoors, physiology, community engagement.
    • Promotes community building through small group interactions and cross grade interactions.
    • Provides challenging, hands-on experience.
    • Promotes student leadership through trip planning and execution.
    • Fosters grit and resilience through physically and psychologically challenging activities.
    Examples of past Interims include: Kayaking the Western Slope, Exploring the Canyonlands, Shoshoni Yoga, Blacksmithing, Ceramics in the Wild,  Archaeology in the Four Corners, Toy Shop, Gourmet Heaven, and more. In a typical year, 30+ Interim choices are offered.

    Belize: Environmental Field Studies
    This science-focused Interim is an opportunity for students to participate in meaningful, multi-day biological research projects in Belize. As time permits, other activities might include snorkeling, swimming with stingrays, and rainforest exploration. This Interim is open to Juniors and Seniors and is the culminating event for a technical science writing course taught during the third trimester as a Junior/Senior writing seminar. The journey begins exploring the Mayan ruins of Caracol, the Belize Wildlife Sanctuary, and the research taking place at the Belize Zoo. The heart of this experience is the four days spent at a remote research station, conducting scientific research and contributing to ongoing research projects. Probable topics include marine gas exchange, coral conservation, competition among marine species, and algae farming by damselfish.

    Recent Experiential Education Optional Local Activities:
    Trip ratings range from easy and moderate to difficult and from beginner and intermediate to advanced skill levels. These excursions are published annually, offered on weekends throughout the school year, filled on a first-come, first-served sign-up basis, charge a nominal fee, and are usually led by CA faculty and staff.

    South Platte River Fly Fishing
    Fishermen explore Colorado’s rivers and streams and get a lot of skill practice in patience and attention to detail. Students learn about watershed dynamics, fly-fishing strategy, fly pattern selection, and fish behavior. They learn to cast a fly rod, manage a line, hook and land trout, and take part in a quintessential Western sport.
    Additional Skills:
    • foster patience and attention to detail
    • bond with classmates outside of the classroom

    Rifle Mountain Park Climbing
    Rifle Mountain Park offers the best limestone sport climbing in North America. Rifle is approximately three hours west of Denver, near the town of Rifle, Colo. On this trip, students receive instruction on technical skills, climb spectacular sport routes, camp, and cook meals together. No prior experience is necessary.
    Skills:
    • learning climbing movement and terminology
    • learning belaying principles
    • understanding the construction and strength of climbing equipment, including ropes, harnesses, carabiners, and helmets
    • encouraging responsible risk taking and the benefits of challenge
    • fostering teamwork through effective belaying, coaching and support
    • learning about belay and climber safety checks and effective communication

    Eldorado Hut
    The Eldorado Hut is located five miles west of Turquoise Lake, near Leadville, Colo. The path into the hut winds through aspen forest for the first mile and gradually zigzags up a ridge on the north side of the lake. At the hut, views from the south window include a panorama of Bald Eagle Mountain and the 14,421-foot Mount Massive. Only one mile from the hut is fun glade skiing on Mushroom Mountain, and after returning from a tour, participants fire up the wood-burning sauna to finish off a great day in the Colorado backcountry.
    Additional Skills:
    • learning winter travel skills
    • providing opportunities for cross-grade interactions
    • promoting the principles of self-care (hydration, hypothermia, nutrition, pacing, etc.)
    • providing a novel experience
    • learning to prepare healthy and nutritious meals
    • learning to build a minimal fire
    • observing winter weather patterns
    • identifying avalanche terrain, snow instabilities, and how to travel safely in the backcountry

    Ice Climbing in Lake City
    The Ouray Ice Park is a man-made ice-climbing site in a beautiful natural gorge near Ouray, Colo. There is even a special area just for beginners. Home to more than 200 ice and mixed climbs, it has been called the best place in the world to develop ice-climbing skills. This trip is designed for beginners, and no prior climbing experience is necessary.


    Recent Exchange Programs

    Hutchesons’ Grammar School,Glasgow, Scotland
    This exchange program includes a two-week homestay experience with a Scottish family and attending regular classes at Hutchesons’ Grammar School. Students also participate in a variety of activities with their host families, such as exploring the Scottish countryside. CA families host the Scottish students for approximately two weeks in the fall.

    Colombia: Spanish Language & Culture Immersion
    With Colombia’s turbulent past rapidly receding, the nation is in the midst of a boom. Economic growth, safety, and stability are on the rise in all corners of the country, and visitors are joyously rediscovering the remarkable diversity and warmth of this gateway to South America. This hybrid exchange and travel program allows students to connect with the Colombian people, from shadowing high school peers in the capital Bogotá to exploring Afro-Indigenous traditions in the Caribbean port town of Cartagena. Two weeks after returning home, with Spanish still fresh on their tongues, students have the opportunity to reciprocate the hospitality.

    Colegio Virgen de Europa , Madrid, Spain
    CA students are paired with Madrid students to promote and improve their cultural and linguistic awareness. This exchange encourages students to build confidence and fluency in a second language and go out into the world to experience another culture firsthand. Central to this experience is the homestay, because it gives participants interaction with native speakers and language use in natural context. The school provides opportunities, both academic and extra-curricular, for students to understand and explore the culture of the other country. CA students travel in the fall and host in the following spring.


    Current Travel Programs, Interim and Optional

    Authentic Mexico Adventure - Service Adventure - Spring Break
    Students will immerse themselves in the true fabric of Mexico, including art, food, culture, language, and history. This experience includes exploring Mexico City’s vibrant art scene, rural homestays, adventure travel, and meaningful service projects guided by community partners.
    Mexico’s perfect white sand beaches, rugged canyons, tropical jungles, and arid plains are inhabited by some of the world’s nicest people, all of whom enjoy some of the world’s best food. The same is true for Mexico’s megacities, colonial hamlets, and dusty outposts. Our neighbor to the south truly has it all, yet few visitors experience the real Mexico. Our programs will show travelers the true fabric of Mexico, from small food stalls of Mexico City to pre-Columbian Zapotec ruins, as we travel between Mexico City, Puebla, and beyond.

    Chinese Language Immersion in Vancouver - Language Immersion - Spring Break
    This trip gives students a fantastic opportunity to explore the multicultural Asian environment of Vancouver. With almost 30% of its population as ethnic Chinese, the city and its surrounding
    suburbs are rife with historic sites and distinct neighborhoods that reflect a rich heritage. Students will practice language skills in many fun activities like Mahjong workshop, dumpling/dim sum making, calligraphy, and Chinese art.

    Colombia Adventure - Service and Language Immersion - Interim

    Students will have the opportunity to explore the historic center of Medellin and complete homestays and service projects in the remote and picturesque village of Jardin de Antioquia. The group will immerse themselves in the rich culture and history of Colombia and gain a valuable understanding of the conflict resolution and peace process that has transformed Colombia in recent years from civil war into a vibrant and welcoming country.

    The Island School, Eleuthera, Bahamas - Marine Science & Field Research - Interim
    This experience offers students the ability to step outside their comfort zone to focus on experiential learning and field and ocean research at one of the top facilities in the Caribbean. Students will build on science coursework in environmental chemistry and climate change, as they explore topics such as ocean acidification and renewable energy. This transformative experience encourages students to take a leadership role, enabling them to make meaningful changes in their own communities.

    Iceland - Photography, Climate Science, Travel - Summer

    Calling all intrepid photographers and scientists who have a thirst for adventure. Let us explore the amazing nation, Iceland, and investigate how we could be leading a more sustainable lifestyle.
    Our trip takes you to the most spectacular and otherworldly landscapes in a nation that prides itself on zero use of fossil fuels and single-use plastics. Whether it be enormous glacier lagoons where icebergs float and flow out with the tide to the shores of the black sand beach. Where we may also see seals, puffins, and the gentle giants of the sea, whales. This trip will be unforgettable and one in which you will return with a newfound appreciation of the world and how we can work towards creating such sustainability and conservation here in Denver.

  • 9th-12th Grade Library & Research

    Digital Citizenship
    Students:
    • Learn how to use digital technologies responsibly
    • Understand the positive and negative roles digital media play in their lives
    • Understand the definition of cyberbullying and know how to avoid it
    • Understand all of the different types of online relationships
    • Understand the consequences of oversharing online

    Use of Research Tools
    Students:
    • Use the CA library catalog and databases to locate print and electronic resources in the school’s collection
    • Use CA LibGuides to access project-specific resources
    • Generate useful, efficient search terms and use various search strategies to conduct queries that will lead to narrow, focused results
    • Know the difference between Fiction and Nonfiction and how to locate books on the shelves by call numbers
    • Know the difference between a website and a database
    Source Selection, Documentation, and Organization
    Students:
    • Closely evaluate Internet resources to ensure they contain reliable, factual information
    • Distinguish between relevant and irrelevant information to meet specific research goals
    • Know when to discard/abandon sources as research needs shift
    • Work with a librarian for individualized assistance on the research process
    • Understand the difference between direct quotes, paraphrasing, and summaries and use all three correctly
    • Know the difference between primary and secondary sources
    • Understand what plagiarism is, how to avoid it, and the consequences of plagiarizing
    • Understand what an annotated bibliography is and successfully format and create one
    • Understand the importance of a Works Cited page and be able to cite and format sources appropriately
    • Understand what an in-text citation is and how to use them appropriately while writing
    • Follow the rules of copyright and fair use when using multimedia sources
    News Literacy
    Students:
    • Understand what it means to be a responsible news consumer
    • Distinguish between legitimate news and fake news
    • Be able to use various tools to evaluate Internet sources
    • Be able to gauge reliability and credibility of news reports (broadcast, print, Internet, etc.)
    • Know the difference between fact and opinion; recognize bias

  • 12th Grade Advisory

    Sample Advisory Discussion Topics, Grades 9-12:
     
    • Transitions: into Upper School, grade-to-grade, leaving CA and going to college
    • Study habits and organizational skills, establishing community norms (NAIS standards)
    • Self-advocacy
    • Friendships and healthy relationships, peer pressure
    • Managing holiday stress, appropriate self-care
    • Goal-setting for the short and long term
    • Disordered eating, healthy body image
    • Alcohol and drug use
    • School-wide topics introduced in Town Meetings, PlatFORUM, Think & Drive Day and other themed days
    • Other topics that each advisory chooses to discuss
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