Upper School Curriculum by Subject

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

English

List of 17 items.

  • Upper School English Overview

    Four years of English study is required in Upper School. All Ninth Graders take a course called Coming of Age in the World, which fosters students’ empathy for others and awareness of their own place in the world, as well as expands their perspective and prepares them for upper level courses. Tenth Graders take American Literature, which exposes them to the essential works of American writers, as well as traces the history of intellectual thought in America. Both courses feature much analytical writing and discussion, along with production of creative presentations and assessment of public-speaking skills.

    Juniors and Seniors are required to take six trimesters of English seminars. They may choose from among seminars offered for the first and second trimesters.  For the third trimester, Juniors enroll in Junior Writing Seminar and Seniors in the Senior Seminar.

    ASR Courses (two-trimester electives)
    Advanced Studies and Research (ASR) courses emphasize self-direction, developing mastery, more profound depth of study, and connecting learning to the broader world. In the first trimester, students in ASR English courses should expect a focus on critical and theoretical secondary sources, as well as reading and writing assignments of increased length and complexity. Summer reading assignments my include several texts or an additional writing component. In the second trimester, students write, publish, and present a 15- to 20-page paper based on independent reading and research. Students are expected to complete both trimesters of an ASR English course.

    Courses in the following listings which are required are denoted by a double asterisk (**). Courses are listed with required courses first, followed by electives in alphabetical order.

  • Coming of Age in the World**

    The Ninth Grade year marks not only a transition to high school, but 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, 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 persuasion. 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. Students also hone 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.

  • 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. They 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.

  • 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 non-fiction. 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.

  • 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.

  • Contemporary Literature of Israel, Palestine, and Lebanon ASR

    Students examine the contemporary literature of authors in these three countries, as well as texts by American authors of Israeli, Palestinian, and Lebanese descent. To better understand the regions, students explore the geography and recent history of these countries and their diasporic global communities. In addition to reading and analyzing the literature, students connect with university-affiliated programs at the University of Denver and the University of Oklahoma. Authors may include Rabih Alameddine, Hala Alyan, Ibtisam Barakat, Etgar Keret, Philip Metres, Colum McCann, Rutu Modan, and Dorit Rabatyan. 

  • Philosophy and Literature ASR

    Why is there something rather than nothing? What is time? Are you the same person through time? How do you know what is right and wrong? How can you know anything? This course explores novels, stories, and poems that raise these types of questions and the philosophical treatises that answer them. Students not only grapple with philosophical problems that have plagued thinkers for thousands of years, but they also consider their own developing worldview, what Plato described as “the talking of the soul with itself.” Authors may include Albert Camus, Tracy K. Smith, George Orwell, Margaret Atwood, Colson Whitehead, Paul Auster, and a variety of philosophers.

  • Comedy - Honors

    What makes one laugh? Is there such a thing as a bad joke? Considering the theories of philosophers from Aristotle to Bergson, students learn how great authors produce comedy, how to understand the sources and functions of this dramatic form, and seek to test the truth of Oscar Wilde’s aphorism: “A sense of humor is the only sign of true intelligence.” Students also look at contemporary comedy to test the theories of the early philosophers and practice with a variety of writing forms. Authors may include Molière, Aristophanes, Shakespeare, George Bernard Shaw, Oscar Wilde, Wole Soyinka, and Tina Fey.

  • Contemporary Latine Literature in the United States - Honors

    Though Latine writers share a common colonial and linguistic history, they come from a variety of religious, cultural, and spiritual traditions. Even the names for this group—Latin American, Hispanic, Latin@, Latine, Latinx—signify different political values and historical moments. In this course, students get an overview of Latine writing in the United States—a history that stretches back to the mid-16th century—and then fast-forward to today, to read poetry and prose by authors building a modern Latine literary canon. The course focuses on US-based writers with Mexican, Dominican, Cuban, and Puerto Rican heritage, disrupting the myth of a Latine monolith and coming to appreciate points of difference and convergence in this rich literary culture. Authors may include Angie Cruz, Ruben Degollado, Justin Torres, Yesenia Montilla, and Gloria Anzaldua.

  • First Nations Literature - Honors

    The study of literature in America tends to revolve around those who colonized the land; what about the stories of those who were already here? Students in this course study the narratives and authors of American First Nations, explore their relation to the land and its natural beauty, and deconstruct the perpetuated understanding of First Nations. They also look at the issues surrounding the discourse describing Indigenous people in the past tense rather than cultures with a future. Students explore oral stories, read works from magical realism to first-person accounts, and dive into secondary sources to practice applying Postcolonial, New Historic, and Deconstructionist critical theories to literature. Authors may include Ignatia Broker, Louise Erdrich, Tommy Pico, and Mary Katherine Nagle

  • Literary Nonfiction: True Stories - Honors

    What does it mean to tell a “true” story? Over the past few decades, an increasing number of writers have been using storytelling techniques traditionally associated with fiction to tell the stories of real-life events, leading to the creation of a genre broadly known as literary nonfiction. This course looks at several works of literary nonfiction and explores how nonfiction writers create compelling stories from actual events involving real people. Authors may include Truman Capote, Rebecca Skloot, Joan Didion, Bryan Stevenson, Dashka Slater, John Hersey, Óscar Martínez, and David Grann.

  • Literature of the Apocalypse - Honors

    Will there be an end to the world as we know it, and if so, what comes next? Students in this course use theory, philosophy, and texts from a variety of religious traditions to gain an initial understanding of humankind’s fascination with the end of time. Then, students turn their focus to contemporary literature, investigating how writers have used apocalyptic tropes to explore their own eras, human nature, and reasons for existence and persistence. Authors may include Margaret Atwood, Octavia Butler, P.D. James, Emily St. John Mandel, Cormac McCarthy, and Kurt Vonnegut.

  • Literature of Place and Self - Honors

    Wendell Berry said: “If you don’t know where you are, you don’t know who you are.” In this course, students have the opportunity to explore in depth the connection between location and personal identity. Through both reading and writing, students investigate the ways we establish connections to our places in our worlds, from the narrow corners of our own rooms to the spacious vistas of mountaintops, and the ways in which they influence our ideas about ourselves. Authors may include Edward Abbey, Annie Dillard, Louise Erdrich, Jack Kerouac, Annie Proulx, Leslie Marmon Silko, Aldo Leopold, August Wilson, and Robert Frost.

  • Literature of Work - Honors

    We spend much of our lives working; from the time that we’re young, work structures our days. Our jobs often inform—and sometimes even substitute for—our identities. To ask questions about work is to ask questions about how we live our lives. In this course, students study a variety of texts that dramatize working and that ask questions about the value, logic, and impact of work. Authors may include George Saunders, Karla Cornejo Villavicencio, Herman Melville, and Anthony Veasna So.

  • Magical Realism - Honors

    What can be achieved with a departure from realism? How do authors use magic, speculative fiction, and surrealism to communicate truths about society and politics? This course is grounded in different conceptions of Magical Realism as a form of social, political, cultural, and economic critique in regions including Africa, Asia, the Caribbean, and Central and South America. Authors may include Isabel Allende, Louise Erdrich, Haruki Murakami, Carmen Maria Machado, Gabriel Garcia Márquez, Elechi Amadi, Ben Okri, Simone Schwarz-Bart, and Julio Cortazar. 

  • Modernism - Honors

    This course studies the literary period that begins in the late nineteenth century and concludes with the coming of the 1960s, an exciting and dangerous time, fraught with war, urbanization, and upheaval. Writers, artists, filmmakers, and composers were the barometers of these times, as well as the vanguard for myriad new movements throughout the world of art. Students study foundational modern thinkers who have done so much to shape contemporary ideas. Authors may include Virginia Woolf, William Faulkner, James Joyce, Marianne Moore, Ezra Pound, Gertrude Stein, Nella Larsen, and William Carlos Williams.

  • Poetry Writing - Honors

    This course explores history and variety in poetic craft—from classical lyric to contemporary verse—as a guide for writing original poetry. Students study great poets from different centuries, cultures, and schools of thought. Equally important is the poetry students create, revise, and share in a peer-workshop format. This course emphasizes learning from experience. Students participate in reading their work, in creating a class anthology, and in producing their own portfolio of creative writing. Authors may include Agha Shahid Ali, Li Young Lee, Haryette Mullen, Sylvia Plath, Atsuro Riley, William Shakespeare, and William Butler Yeats.

Math

List of 16 items.

  • Upper School Math Overview

    The Mathematics Department offers courses designed to meet the needs of each student at any stage of their evolution as a math student. We provide every student with a stimulating, challenging math experience in which they acquire the mathematical tools needed for successful problem solving in both routine and novel settings.

    All students in the Upper School must successfully complete three years of mathematics. However, nearly all students exceed this requirement and take a mathematics course during each year of high school.

    Technology is used extensively in every course, including computers, iPads, and graphing calculators. The TI-Nspire CX calculator is required for all courses.

    Advanced Placement (AP) courses are by definition college-level courses with college-level expectations. As with Honors courses, the pace is rapid, and a solid foundation in all prerequisite courses is assumed. The material is accessible and challenging. Students enrolling in AP courses should expect a heavier homework load than for regular classes and are expected to prepare and sit for the AP exams.

    Placement in AP courses is based on student performance, and is made at the discretion of the Mathematics Department.
    Each course in the Mathematics Department is designed to challenge students and build their mathematical fluency and understanding. There is no single path that all students follow; rather, in consultation with math teachers, students progress through an appropriate sequence of coursework, regardless of age or grade level. 

    Ninth Grade 
    Almost all Ninth Graders take Math 1. The Mathematics Department meets with students whose prior course work, fluency, and interest in mathematics may suggest placement in a different course to find the best fit.
     
    Tenth-Twelfth Grades
    Math courses are generally sequential, with options for courses with increased levels of pace and depth available. Course recommendations are based on student interest, fluency with mathematical concepts, and ability to build understanding through investigation and practice. Students can choose from courses in theoretical and abstract mathematics, with options for data science and statistics. Teachers use class performance, readiness testing, and consultation with the department for consistency, to advise students on possible course options. 

    Courses listings followed by ** are the generally required courses. Courses are listed with required courses first, followed by more advanced courses.

  • 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.

  • 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.

  • Math 3: Non-Linear Functions and Trigonometry

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

  • Data Analytics with Excel, SQL & Tableau

    This course gives students exposure to and practice with a variety of analytical tools to help them study, visualize, and understand data. This course challenges students to investigate, manage, analyze, and explore data to support a broader story or conclusion, with an emphasis on the variety of perspectives/insights that data can illuminate. After refining basic data-analysis skills in Excel or Google Sheets, students build a foundation of skills in SQL to enable them to run queries and pull data, which can then be visualized and reported upon in Tableau (a leading business intelligence software tool). It concludes with a capstone project that allows students to explore, study, and build visuals and analysis to support a final presentation about a topic of their choice (including crime, healthcare, sports, business, environmental issues, marketing, or social justice issues).

  • Introduction to Statistics and Data Science

    Students in this trimester course use spreadsheet programs and statistical analysis software (R) to explore data sets. They manipulate and summarize real-world data, using advanced spreadsheet techniques to answer relevant questions, and they present their findings with graphical displays of data, including box plots, scatter plots, histograms, and normal probability plots. Students consider distributions of data, using one-variable statistics to describe center, shape, and spread of data sets and to identify unusual features of data sets. Students build, interpret, and compare statistical models. Upon completion of this course, students are well prepared to interpret charts and draw conclusions from statistics they encounter in the media, and they have experience building models and analyzing data sets using spreadsheets and R.

  • Introduction to Probability and Randomness

    Students in this trimester course use Python and the NumPy library to explore probability, randomness, and chance. They start by counting possible outcomes in real-life situations, and use Python code to generate and sort lists of outcomes and look for patterns. They derive and explore important ideas about combinations and permutations of elements. Students investigate the myth of a “hot hand” and see whether hitting free throws in a basketball game can be modeled as a random event, a weighted coin toss, or if the previous missed or made shot influences the current shot. They use Python to build increasingly complex simulations of phenomena with random inputs and see how simulations are becoming an increasingly important tool for learning about the world.

  • 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.

  • Honors Precalculus

    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

    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. The course proceeds to cover 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 Statistics

    This course is a rigorous, yearlong investigation into the four broad areas of statistics: 1) Exploring Data: Describing patterns and departures from patterns; 2) Sampling and Experimentation: Planning and conducting a study; 3) Anticipating Patterns: Exploring random phenomena using probability and simulation; and 4) Statistical Inference: Estimating population parameters and testing hypotheses. Students solve problems and communicate quantitative results using clear, succinct writing. They 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.

Science

List of 16 items.

  • Upper School Science Overview

    There is a requirement of three full years of science, including Biology, Chemistry or Conceptual Chemistry, and an elective during the Upper School years at Colorado Academy. CA offers a variety of courses to engage students, everything from basic Biology to AP Physics C to the innovative Tiny Earth Initiative, which takes students into the realm of discovery of new antibiotics from soil bacteria. No matter the topic, students are guided to observe, investigate, analyze, interpret, and present their conclusions using the scientific method.

    The Science Department strives for students to master the following skills upon completion of the science requirements in Upper School.

    Use the scientific method to:
    • Identify questions and concepts that guide scientific investigation.
    • Make confirmable observations using all senses.
    • Design and perform experiments with a testable hypothesis, a variable, and a control.
    • Make predictions about the outcomes of an experiment based on reading and previous experiences.
    • Formulate and revise scientific explanations and models using logic and evidence.
    • Form conclusions that synthesize information and observations.
    • Recognize and analyze alternative explanations and models.
    • Communicate and defend the results of an experiment both orally and in writing.

    Work proficiently as a scientist:
    • Functioning independently or in collaborative groups
    • Using appropriate and safe techniques
    • Using clear and precise language, oral and written
    • Taking accurate and precise measurements using appropriate laboratory equipment
    • Researching, interpreting, analyzing, and applying current technical information from both scientific texts and supplemental sources

    Incorporate math skills and technology to:
    • Analyze situations and solve problems.
    • Solve scientific problems creatively.
    • Integrate concepts from more than one topic area of science.
    • Use laboratory data to produce graphs and charts for the analysis of experimentation.
    • Interpret and draw conclusions from data presented in graphs and tables.
    • Recognize patterns and trends and make predictions based on given information.
    • Identify and analyze the science within societal contexts and its connection to technology and its influences.
    • Explain the role of humans and the impact of personal decisions on the future of the global ecosystem.
    • Use technology to investigate the natural world, including the simulation of physical phenomena, biological processes, and scientific events.

    Courses in the following listings which are required are denoted by a double asterisk (**). Other courses are listed by discipline in order of increasingly advanced study.

  • Biology**

    In this 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. The course is lab-based and investigative in nature. 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 the course is pass/fail for Ninth Graders.

  • 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.

  • 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 a variety of body systems from the cardiovascular to the brain and muscle systems. Utilizing laboratory activities, this course explores the inner workings of the human body.

  • Advanced Topics in Biology: Genetics - Honors

    This 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 all skills emphasized throughout the trimester. 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 - Honors

    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 project that might potentially uncover a unique antibiotic produced by a soil bacterium. The beginning of the project involves learning the protocols to be used to create the research: primarily, to learn the basics of working with bacteria in a sterile environment and the extraction process for retrieving an antibiotic.
    The end product is a poster presentation and a journal article. If all goes well, students would be asked to present at the annual Microbiology Conference.

  • Advanced Topics in Biology: Zoology/Taxonomy - Honors

    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 we are 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 we as humans play and what can be done to mitigate climate change. Topics include environmental capacity, biogeochemical cycles, ocean acidification, our 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.

  • Python for Biologists

    Remember, from Ninth Grade Biology, the number of amino acids coded by a small section of a strand of DNA? Each of the 46 strands of DNA, stretched out, would be six feet long, and all together, DNA codes for more than 20,000 proteins. Talk about data! How do biologists find patterns or mutations in all of that? That is where science and programming meet—in a field known as Bioinformatics. This trimester course introduces students to that connection through a combination of biology and Python, utilizing the scientific method approach within a coding platform. The course utilizes Python, a coding language that is both easy and fun to learn, will be the pathway into understanding the critical connection between coding and science. Students learn basic Python control structures such as loops and sequences within the context of DNA codes and patterns. This course is appropriate for coding beginners, as well as those who have some experience in languages other than Python. Students who are already expert Python coders may prefer a different course. This course fulfills the Computer Science graduation requirement, as well as one trimester of Science credit.

Social Studies

List of 28 items.

  • Upper School Social Studies Overview

    Upper School students are required to take three years of Social Studies, including Global Perspectives, United States History, and three trimesters of electives or one year of ASR.

    The Ninth Grade course, titled Global Perspectives, helps students understand the modern global society by exploring humankind’s past and points of view. The Tenth Grade course, United States History, examines major events in America's past through the lenses of important themes. Juniors and Seniors may choose three trimesters of study from among the many electives offered, which span subjects from many continents, time periods, and philosophical threads.

    Advanced Study and Research Courses (ASR)
    Advanced Studies and Research (ASR) courses emphasize self-direction, developing mastery, a more profound depth of study, and connecting learning to the broader world. Students in ASR Social Studies courses should expect a focus on developing and expanding research skills, as well as reading and writing assignments of increased length and complexity. Summer reading assignments may include several texts or an additional writing component. Interdisciplinary work is an important component of ASR Social Studies courses; students should expect to make connections across multiple topics and fields. In ASR I courses, students write, publish, and present a 15- to 20-page paper based on independent reading and research. In ASR II courses, students dive deeper into historiography and academic scholarship about given topics. Their production of work adds to the body of scholarship about a topic of their choice. In ASR III, students plan and develop their own course and then work in conjunction with other students and their teacher to craft a research project of their choosing.

    The Social Studies program in the Upper School emphasizes the acquisition and development of the following skills:
    • student agency and curiosity
    • analytical thinking 
    • critical reading and writing
    • clear and creative expression of ideas across formats
    • inquiry and research involving primary and secondary sources
    • understanding one's rights and responsibilities in a complex world
    Courses in the following listings which are required are denoted by a double asterisk (**).

  • 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. Each trimester has a broad theme that reflects enduring, universal issues: globalization, human rights, and the environment. 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, and attain an understanding of social justice and human rights, as well as 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.

  • 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 distinctions between mass culture and popular culture, the promise of American life, the pervasive sense of American exceptionalism that permeates our culture, and our 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. 

  • 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.

  • The 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 world and consider the systems that allowed for their development and the changes that emerged from their implementation. While very much a history course, we also draw upon cultural studies, literature, ethics, religion, science, engineering, the arts, and economics in our 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. This is a yearlong course.

  • The History and Culture of Mexico - ASR II

    The History and Culture of Mexico surveys the national history of a country of great importance to the United States and the rest of the western hemisphere, from Pre-Columbian times to the present, with special emphasis on the political, social, and cultural evolution of a people known as the Cosmic Race. Though primarily historical in nature, students learn how the study of past peoples and events requires a multidisciplinary approach that includes anthropology and archaeology, art history, literary analysis, cosmology, and more. In addition to assessments on the main course content, students engage in a significant research project of their own design. This is a two-trimester course.

  • 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.

  • American Political Parties - Honors

    According to a survey done by the Pew Research Center, “72% of Republicans regard Democrats as more immoral, and 63% of Democrats say the same about Republicans.” Political party identification is dividing our nation, but how did we get here? This course examines the development of the two-party system from 1789 to the present. Among the central questions examined are: Why did the United States develop a two-party system? What are the benefits and drawbacks of political parties? How do the viewpoints and policies of the Republican and Democrat parties change over time? What do our current political parties stand for? 

  • Breaking a Nation - Honors

    Civil war has emerged as the dominant form of political violence in the modern world. Since World War II, most conflict has been focused within a nation’s borders rather than between nations. This course explores the causes and dynamics of civil wars. Among the central questions examined are: What are the warning signs of impending civil war? What are the social, political, and economic factors that lead a country to go to war with itself? How are civilians impacted by civil war, and how do they cope? How do civil wars end? To explore these and other questions, students study a variety of historical and contemporary cases, such as Spain, Syria, South Sudan, and Guatemala.

  • The Chiricahua Apache: Understanding Myth & Reality in the American West - Honors

    The history of the American frontier defines so much of our understanding of our national image. This course examines the myths and realities of the conquest of the American West by looking closely at the story of the Chiricahua Apache. The last nation to be subjugated in the late 19th century, the Chiricahua story is one of resilience and of tragedy. Students learn how leaders like Mangas Colorado, Cochise, Victorio, and Geronimo grappled with and responded to Anglo expansion. On the western frontier, there was a unique interaction of different cultures: Native American, Anglo, Hispanic, and African American. All of these cultures collided and colluded to create a distinct culture and history. We also look at the environmental history of the American West, as well as how the history of the West has been conveyed in fine art and film. The course includes a weeklong field trip to New Mexico and Arizona to visit the historic homeland of the Chiricahua Apache.

  • Debate: Global Dialog and Diplomacy - Honors

    The global debate landscape is expanding, and this course is designed to help students connect and engage with members of the growing World Schools debate community. Students learn about the global impact of debate, reach out to international schools to develop debate opportunities, and compete in both planned and impromptu rounds of the parliamentary debate format. Working in teams of three to five students, class members prepare various topics across a spectrum of contemporary issues, including politics, economics, environment, human rights, and popular culture. Competitions require time commitment outside of the classroom.

  • Debate: Lincoln-Douglas - Honors

    Applying philosophical principles to contemporary conflicts, the Lincoln-Douglas debate format balances persuasion techniques and critical thinking in a competitive debate environment. Students explore ethics, policy-making, and performative debate frameworks, while working on audience adaptation, comparative analysis, and argumentation skills. Students explore various philosophical works by Derrida, Foucault, Kant, Locke, Mill, and Rawls, along with others specific to the assigned topics we are debating. Students are required to compete in two tournaments, and competition requires time commitments outside of the classroom.

  • Debate: Modern Politics - Honors

    This course explores a variety of domestic and international topics in a competitive debate setting. Utilizing the widely popular Public Forum debate format, students work collaboratively with classmates to engage in research, develop original evidence-based cases, and compete against students in other schools locally, regionally, and nationally at invitational tournaments. Students learn argumentation and rhetorical strategies; cross-examination skills; rebuttal techniques; and prepare files for tournament competition. Competitions and service projects require time commitment outside of the classroom.

  • Economics and Finance 101 - 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.

  • From Rebels to Rough Riders: American Military History to 1900 - Honors

    This course examines the development of the American military from its early roots in the American Revolutionary War until the Spanish-American War at the turn of the 20th century. In this elective, students engage in an in-depth study of the following wars: The Revolutionary War, the Mexican-American War, the Civil War, and the Spanish-American War. A particular emphasis is placed on tracing changes and continuities in the U.S. military and its activity. In addition to assessing the long- and short-term causes and impacts of American wars, students dig into the specifics of the wars themselves: the tactics, strategies, operations, and technologies. Students are pushed to think critically about how warfare has shaped the concepts of citizenship, freedom, and identity in American society. 

  • 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.

  • 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. 

  • Global Policing: American Interventionism - Honors

    This course traces the roots, development, and consequences of American interventionism in the world from the onset of the Cold War to the present day. Students look at how the Allied victory in World War II, coupled with superpower rivalry, pushed the U.S. to assume the role of “the global policeman” in international affairs. While this course touches on the main wars that the United States fought in the Cold War era (Korea and Vietnam), it mostly focuses on the lesser-known histories of American involvement in the world. Students investigate and compare case studies of American occupation and covert and clandestine operations in the Middle East, Asia, and Africa, and then place those cases in comparative perspective to assess similarities in motivations, strategies, and outcomes. 

  • History and Culture of Brazil - Honors

    Americans associate Brazil with the spectacle of Carnival, the canopies of the Amazon Rainforest, and the jogo bonito (the distinctive Brazilian style of soccer). Brazil also boasts a dynamic economy (the largest in Latin America) and a large and diverse population (the fifth largest in the world) and landscapes (half of the land area of South America). This course examines the coming together of Brazil’s American, European, and African populations; its vibrant syncretic culture; its continuously developing economy; and its evolving political institutions; all over the course of five centuries.

  • Landmarks of World Architecture - Honors

    This course examines major works of world architecture from historical, cultural, religious, and engineering standpoints. Landmarks are studied with regard to their composition and structure, but also in terms of the historical contexts in which they were built. Questions about leadership, funding, belief systems, state development, labor, and access are considered. Students also look at buildings in the modern day, analyzing how and why form and function have changed or stayed the same. Possible case studies include the Taj Mahal in India, the Alhambra in Spain, the Hagia Sophia in Turkey, the Forbidden City in China, the pyramids of Egypt, and the Golden Gate Bridge in the United States.

  • Media, Technology, and Society - Honors

    Media and culture are undergoing a series of transformations as new technologies, new forms of entertainment, new venues for political debate, and new models of public discourse emerge online. While technology has permitted more effective civil action and the emergence of powerful social movements, multiple governments have also used technology to consolidate power and strengthen their rule. Artificial intelligence, surveillance systems, and facial recognition, among other technologies, are being used to monitor citizens, spy on journalists and dissidents, and wage disinformation campaigns to manipulate voters. This course explores how changes in information communication technologies (ICTs) have shaped politics in authoritarian and democratic countries around the world. We conclude the course by comparing the efficacy of digital activism and the approaches taken by governments, digital platforms, and citizens to regulate this cyber chaos.

  • Modern China - Honors

    This course traces the development of China from the late dynastic period to the present day. In just over one hundred years, China has shifted from empire to republic to communist state to state-controlled capitalism—while also becoming the second-largest economy in the world. How and why has China gone through such massive transformations in the modern era and in what ways do these changes inform geopolitics today? This course begins by examining Chinese national identity through the lens of important cultural and historical practices, before taking on the nation’s evolution through the phases mentioned above. Careful attention is paid to the various applications of nationalist doctrine under imperialist, republican, and communist regimes. The final weeks of the course examine contemporary challenges faced by China: the One China initiative, trade wars with Western countries, civil rights movements, population concerns, income inequality, and political corruption. 

  • Rebuilding a Nation - Honors

    French President Charles de Gaulle once stated, “All wars are bad. But civil wars, in which there are brothers in both trenches, are unforgivable because peace is not born when war concludes.” Since the end of World War II, more than 250 civil wars have broken out. While the causes, events, and results of these internal conflicts have varied, they all demonstrate the striking difficulty of rebuilding and reunifying post-civil war. This course explores the intricacies of repairing a war-torn nation. Among the central questions examined are: How do former enemies reconcile after civil war? How do governments solidify power after periods of instability? What allows some countries to thrive post-civil war, while others are plunged right back into turmoil? What is the international community’s role in repairing war-torn nations? To explore these and other questions, students study a variety of historical and contemporary cases, such as Spain, Syria, South Sudan, and Guatemala. 
    *This course builds off of Breaking a Nation, but students are not required to take both courses.

  • Vietnam - Honors

    This course explores the historical background, impact, and legacy of a defining war in American History, the conflict in Vietnam. It examines why the United States became involved in Southeast Asia, the way it sought to achieve its objectives, and the impact it had on Vietnam and the Vietnamese. The course also devotes attention to the effects of the war on America’s domestic politics, society, and culture. Students work on multimedia research projects and examine video clips of media reporting on the Vietnam conflict. This course encourages critical thinking in historical analysis and instructs students how to utilize technology in research projects. Students are exposed to primary source materials that document the escalation of the conflict, including recently declassified audio recordings of President Johnson developing U.S. policy. A series of films is shown to the students in the evenings as part of the class discussion of the impact of the war on the American mind.

  • Voices of the Rockies - Honors

    Samuel Johnson astutely noted, “All history was at first oral history.” This course explores the history, methodology, and existing scholarship of oral history. Students work with existing oral history repositories and local historical societies to understand the ethics and process of collecting stories for historical preservation. After learning field data collection methods, students have an opportunity to work with various community partners throughout the Rockies and help contribute to an oral history project. 

  • The World at War - Honors

    This course explores the history of both World Wars from a global perspective. Students study the specific causes, playouts, and impacts of both World War I and World War II in an attempt to better understand the wars through the lens of military and political history. This course investigates the often overlooked theaters and fronts of the wars (the Eastern front, the Balkan front, the Italian front for World War I; the Eastern front, the North African campaign, and the Pacific Theatre for World War II) so that students gain a more comprehensive understanding of the global nature of both wars. Students are tasked with looking at World War I and World War II from a comparative perspective to assess the similarities and differences between the causes, tactics, strategies, and impacts of the wars (and why those similarities and differences matter). 

Global Languages

List of 24 items.

  • Upper School Global Languages Overview

    Three years of the same global language are required in Upper School. The Global Language program in the Upper School emphasizes the acquisition and development of the following skills:

    • Communication is at the heart of second language study, focusing on the linguistic and social knowledge required for effective interaction. “Knowing how, when, and why to say what to whom” encompasses the ultimate goal to communicate in meaningful and appropriate ways.
    o Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
    o Students understand and interpret written and spoken language on a variety of topics.
    o Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

    • Cultures
    o Students demonstrate an understanding of the relationship between the practices, products, and perspectives of the culture studied.

    • Connections
    o Students reinforce and further their knowledge of other disciplines through the foreign language.
    o Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

    • Comparisons
    o Students demonstrate understanding of the nature of the language and the concept of culture through comparisons of the language and culture studied and their own.

    • Communities
    o Students use the language both within and beyond the school setting.
    o Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

    Please look at the course descriptions which follow to find out more about the Upper School Global Languages curriculum.

  • 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.

  • AP Chinese Language and Culture

    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.

  • Advanced Chinese Seminar - Honors

    This course is offered in even graduation years.
    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

    This course is offered in odd graduation years.
    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.

  • 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).

    This 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 a number of contexts for exploration which 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).

  • 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 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. A prerequisite for this course is the ability to understand and speak Spanish at native or near-native fluency.

    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 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 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 class, students continue to master 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 mastery 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.

  • AP Spanish Literature

    AP Spanish Literature 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.

Computer Science/Engineering & Design

List of 14 items.

  • Upper School Computer Science Overview

    Beyond STEM, Computer Science requires innovative ways of thinking, creating, and integrating technology with the real world.

    Computer Science & Computational Thinking: Computer Science is a valuable asset to every student’s formal education. The impact of computer science has been felt in nearly every discipline. Students today should not just consume technology, but be able to understand, control, and make the technology work for them. The four cornerstones of Computational Thinking are decomposition, pattern recognition, abstraction, and algorithms. These powerful problem-solving principles can be integrated into any discipline and prepare students for the types of problems that are often encountered in the digital world. Learning the foundations of programming and computational thinking gives students an essential tool for turning innovative ideas into reality.

    Physical Computing: Physical computing, sometimes in the form of robotics, is the integration of computer science with mechanical design to create functional systems that can sense and interact with people and the environment. By using both software and hardware to sense and respond to the analog world, almost anything is possible in terms of the amazing and innovative projects that can be devised, designed, and constructed. Physical computing takes a hands-on approach to designing, building, and implementing systems that incorporate microcontrollers such as Arduinos or small computers such as the Raspberry Pi.

    Data Science: Data Science is an inter-disciplinary field that uses scientific methods, processes, algorithms (coding), and systems to extract knowledge and insights from data. Data Science is related to data mining, machine learning, and big data.

    Data Science and Bioinformatics are interdisciplinary fields that uses scientific methods, processes, algorithms (coding) and systems to extract knowledge and insights from data.

    Requirement (beginning Class of 2027): one trimester of Computer Science completed in Ninth or Tenth Grade is required for graduation. Qualifying courses may be offered through the Computer Science Department or other Departments (see course descriptions for details). 
    Requirement (Class of 2024, 2025, or 2026): EITHER one trimester of Computer Science OR two trimesters of Engineering Design. See Engineering Design under Visual & Performing Arts for course offerings and descriptions. An Engineering Design course may be taken for Computer Science credit or Art credit, but not both. Engineering Design courses do not count toward this requirement for the Class of 2027 and later. Engineering Design courses taken prior to 2023-24 do not count toward the Visual & Performing Arts Requirement.

  • 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. Furthermore, students should desire to engage in independent learning. This project-based class does not focus on any particular programming language or topic but allows students to pursue applications of computer science in different areas of interest.

  • 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.

  • 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 and 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.

  • Introduction to Computer Science

    This engaging introductory course introduces students to the exciting discipline of Computer Science. Students develop 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, it is also the present. This introductory course familiarizes students with programming, sensors, and automation. They 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 is a project-based course where students design, build, and program working prototypes of autonomous and interactive robots using a robotics system.

  • Python for Biologists

    Remember, from Ninth Grade Biology, the number of amino acids coded by a small section of a strand of DNA? Each of the 46 strands of DNA, stretched out, would be six feet long, and all together, DNA codes for more than 20,000 proteins. Talk about data! How do biologists find patterns or mutations in all of that? That is where science and programming meet—in a field known as Bioinformatics. This trimester course introduces students to that connection through a combination of biology and Python, utilizing the scientific method approach within a coding platform. The course utilizes Python, a coding language that is both easy and fun to learn, will be the pathway into understanding the critical connection between coding and science. Students learn basic Python control structures such as loops and sequences within the context of DNA codes and patterns. This course is appropriate for coding beginners, as well as those who have some experience in languages other than Python. Students who are already expert Python coders may prefer a different course. This course fulfills the Computer Science graduation requirement, as well as one trimester of Science credit.

  • Robotics ASR

    Advanced Robotics is for students who wish to take their robotics skills to the next level after taking Intro to Robotics. This course is almost entirely student-led. It 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—all planned, organized, and executed as student leaders and team. Students are required to compete in two tournaments on Saturdays during the trimester, as well as at the State Tournament if they qualify. This course is repeatable in subsequent years.

  • AP Computer Science A

    This course covers the Advanced Placement Computer Science A curriculum and focuses 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). 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. The class 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.

  • Computer Science Principles ASR

    Computer Science Principles 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 prepares students for college and career. 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.

  • 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 2D CAD software 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 2024, 2025, and 2026 only. They may take Engineering Design courses for Computer Science credit or Art credit, but not both. Engineering Design courses can only be taken for Art credit by students in the Class of 2027 and later. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • Engineering & Fabrication

    Department of Engineering Design:
    Engineering & Fabrication is for students who wish to take their engineering design and fabrication skills to the next level. Students expand upon their skills base to include tools and processes such as the CNC Mill, learn and practice applying principles of engineering mechanics and physics in the design and evaluation processes, and embark on an engineering design project from user group to final product focused on human-centered design. Students learn how to design and 3D print complex models and prototypes and learn to incorporate 3D models into larger designs, both functional and artistic. At the end of the course, students leave with their finished projects, a broad set of human-centered design, digital design, and fabrication skills; and a comprehensive portfolio with all of their design work and photos of finished products. This is a two-trimester course; trimesters must be consecutive.

    Two trimesters of Engineering Design can be taken to fulfill the Computer Science requirement for students in the Classes of 2024, 2025, and 2026 only. They may take Engineering Design courses for Computer Science credit or Art credit, but not both. Engineering Design courses can only be taken for Art credit by students in the Class of 2027 and later. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • Engineering Design Lab

    Department of Engineering Design:
    This course is for students who wish to take on an exciting independent project and take their engineering design and fabrication skills to the next level. With a focus on creative design, thoughtful prototyping and analysis, and the building of larger or more sophisticated functional products, students choose and take on a new design challenge and develop skills with new tools, concepts, and processes (e.g., CNC milling, casting, turning, metalworking, etc.), and learn and practice applying science and engineering principles throughout the design and evaluation processes. This class is repeatable, with subsequent trimesters focusing on new, unique projects and skills or on the continued development of an ongoing project.

    Two trimesters of Engineering Design can be taken to fulfill the Computer Science requirement for students in the Classes of 2024, 2025, and 2026 only. They may take Engineering Design courses for Computer Science credit or Art credit, but not both. Engineering Design courses can only be taken for Art credit by students in the Class of 2027 and later. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

Visual & Performing Arts

List of 41 items.

  • Upper School Visual & Performing Arts Overview

    The extensive program in the Visual and Performing Arts at Colorado Academy allows students to discover, practice, polish, and present their chosen art form from beginning steps to portfolio and public performance levels. The five areas in which students may explore and refine their art and craft are: the Department of Theater, which includes acting and technical theater; the Department of Visual Arts, which includes studio art, ceramics, photography, videography, digital art and design, algorithmic art, and architectural drawing; the Department of Music and Dance, which includes choir, dance, instrumental ensembles and orchestras, and audio engineering; the Department of Graphic Design and Publication, which includes yearbook, and the Department of Engineering Design, which includes engineering design and fabrication offerings.

    Private instruction is available in both vocal and instrumental music for students of all skill levels. Enrollment is through the Music Department at the beginning of the school year. However, private music lessons incur additional charges and do not receive arts credit.

    Departmental requirements are two full years (six trimesters) of arts classes during Upper School. It is recommended that students fulfill at least four art credits during their Freshman and Sophomore years.

    Please look at the course descriptions below to find out more about the Upper School Visual & Performing Arts curriculum.

  • Acting/Scene Study I

    Department of Theater:
    Acting/Scene Study I (Intro to Acting) 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 I 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.)
    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 has provided some of our greatest comedic minds: Tina Fey, Kristin Wiig, Bill Murray, Steve Carell, and more! Students learn to think on their feet and practice reacting in the moment; become better communicators, collaborators, and presenters; and laugh a lot! 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 class in some aspects of production. With a theater advisor, practicum students arrange their course of study, which must total enough hours to fulfill a trimester of work for credit, but may include work on one or multiple shows and events, including stage management, lighting, sound, scene painting, props, stage crew, program or poster design, musical accompaniment, box office management, and 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 class, 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 arts credit. With permission from faculty, students who are cast in one of two mainstage productions may use that show as an arts credit. Mainstage productions take place 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.

  • 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 and 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.

  • 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.

  • 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.

  • 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 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. 

  • 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.

  • 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 is done using 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 1 and 2, but may do so for credit.  

    Students must have mastered foundational techniques of ballet, jazz, contemporary, modern, or tap 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.

  • Academy Jazz

    Department of Music and Dance:
    Academy Jazz is an auditioned 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.

  • 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 serve as the means by which the skills learned in class are evaluated. All performances are 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. Students must audition or have previous participation (including Middle School) in an instrumental ensemble.

  • Music Theory

    Department of Music and Dance:
    Music Theory 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.

  • 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. Students should have previous experience on the instrument to be played; private lessons are strongly recommended.

  • 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. Students must audition or have previous participation (including Middle School) in an instrumental ensemble.

  • 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 2D CAD software 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 2024, 2025, and 2026 only. They may take Engineering Design courses for Computer Science credit or Art credit, but not both. Engineering Design courses can only be taken for Art credit by students in the Class of 2027 and later. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • Engineering & Fabrication

    Department of Engineering Design:
    Engineering & Fabrication is for students who wish to take their engineering design and fabrication skills to the next level. Students expand upon their skills base to include tools and processes such as the CNC Mill, learn and practice applying principles of engineering mechanics and physics in the design and evaluation processes, and embark on an engineering design project from user group to final product focused on human-centered design. Students learn how to design and 3D print complex models and prototypes and learn to incorporate 3D models into larger designs, both functional and artistic. At the end of the course, students leave with their finished projects, a broad set of human-centered design, digital design, and fabrication skills; and a comprehensive portfolio with all of their design work and photos of finished products. This is a two-trimester course; trimesters must be consecutive.

    Two trimesters of Engineering Design can be taken to fulfill the Computer Science requirement for students in the Classes of 2024, 2025, and 2026 only. They may take Engineering Design courses for Computer Science credit or Art credit, but not both. Engineering Design courses can only be taken for Art credit by students in the Class of 2027 and later. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • Engineering Design Lab

    Department of Engineering Design:
    This course is for students who wish to take on an exciting independent project and take their engineering design and fabrication skills to the next level. With a focus on creative design, thoughtful prototyping and analysis, and the building of larger or more sophisticated functional products, students choose and take on a new design challenge and develop skills with new tools, concepts, and processes (e.g., CNC milling, casting, turning, metalworking, etc.), and learn and practice applying science and engineering principles throughout the design and evaluation processes. This class is repeatable, with subsequent trimesters focusing on new, unique projects and skills or on the continued development of an ongoing project.

    Two trimesters of Engineering Design can be taken to fulfill the Computer Science requirement for students in the Classes of 2024, 2025, and 2026 only. They may take Engineering Design courses for Computer Science credit or Art credit, but not both. Engineering Design courses can only be taken for Art credit by students in the Class of 2027 and later. Engineering Design courses taken prior to 2023-24 do not count toward the Arts requirement.

  • 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/Physical Education

List of 2 items.

  • 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.

Experiential Education

List of 5 items.

  • Upper School Experiential Education Overview

    CA’s Experiential Education Program is a hands-on, feet-on, and minds-on way to study geology, history, geography, anthropology, and natural history and to learn about environmental stewardship. CA offers outdoor trips as part of the curriculum, through Interim, as well as optional outdoor adventures for students throughout the school year. As part of our philosophy to develop inquisitive minds and reflective citizens, Colorado Academy faculty and staff offer experiences, both domestic and international, that challenge students emotionally and physically. These opportunities to encounter personal success as well as experience failure are instrumental in creating authentic learning situations that are vital elements of a CA education.

    CA offers a variety of domestic and foreign travel opportunities and exchange programs. Our goal is to nurture dynamic thinkers and active citizens of the world with our exchange programs with schools in Scotland, Greece, and Spain and annual spring and summer travel options that have taken students to China, the Galapagos Islands, Peru, Cuba, and Iceland. Upper School Exchange Programs include Hutchesons’ Grammar in Glasgow, Scotland; Pierce College in Athens, Greece; Colegio Virgen de Europa in Madrid, Spain; as well as a Sister School Program with St. Patrick's School in Nordette, Haiti in partnership with The Road to Hope.

    While the COVID-19 pandemic safety protocols that we must implement currently prevent us from engaging fully in our Travel and Exchange Program, when it is once again safe to travel, we plan to restore our programming. Our Director of Global Travel and Exchange is creating virtual opportunities for our students to remain connected to peers in other countries, as we believe that global awareness and cultural competence are more important than ever. Below are examples of Upper School experiential and travel opportunities that we have offered in recent years.

     
     
     

  • 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.

  • 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.

  • 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

  • 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.

Library & Research

List of 2 items.

  • Upper School Library & Research Overview

    The Upper School (Raether) Library provides resources and services that support the varied needs of the community; instruct students in library skills; and promote reading for pleasure as well as research and investigation. Library services are integrated into the curriculum and foster collaboration between teachers and library staff. Library and research skills and information sessions are integrated into students’ regular class and departmental studies through instruction in context (just before a research paper, author study, etc.) to maximize relevance and timeliness. Our print and electronic collections house an extensive array of resources that not only support the Colorado Academy curriculum, but also help students develop a lifelong love of reading and learning.

    Please look at the grade levels below to learn about topics. 

  • 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
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