Our Class - A hand holding a model of an atom.

Our Classes

Not your typical high school fare

Along with lab sciences, languages and math, students are inspired to take such classes as Forensics, Psychology and Survival Math, plus college-level seminars, such as Shakespeare’s History, Greeks: the Wine Dark Sea, and American Literature: The Beat Generation. Electives include Documentary Video, Jewelry Making and Improv.

Writing is central to our program

By graduation, School One students will have been given ample direction and practice to write with fluency and clarity. They will be able to organize complex ideas and communicate them effectively – a prerequisite for success in nearly all fields.

Art: here, there and everywhere

Art is integrated into many academic subjects at School One (and covers most of our walls!). Our program expands students’ appreciation of the arts in their daily lives. While creativity is central to our mission, students don’t have to be artists, or even particularly artistic, to attend School One in Providence, RI.

Overview of Courses

GREEKS III: Beauty and Truth, Body and Soul                                     

Cary Honig 

This is the third trimester of a full year exploration of one of the world’s most advanced, artistic and influential cultures.  We will utilize literature to explore the Greeks from a cultural perspective, examining ways in which literature, art, religion, government, social and sexual mores, science and philosophy were motivated by similar needs, ideas and desires.  This trimester, we will focus on the philosophy of Socrates and Plato, two figures whose ideas dominated the two millennia following their deaths (in large part through ideas that are central to Christianity) and are very much with us today.  Most people regard them with great respect and affection, but we will be so bold as to ask whether they are worthy.  Did Athens kill Socrates in a fit of conservative censorship of ideas, as most people think, or did Socrates have it coming as an enemy to democracy, as a teacher whose students were the ruin of Athens, and as a truly annoying pest?  To aid us in our quest, we'll read Plato's Symposium (about love), Republic (about government and the meaning of life), Apology (about Socrates's trial), Crito (about law and citizenship) and Phaedo (about death) as well as Aristophanes's spoof of Socrates, The Clouds and I.F. Stone's history book The Trial Of Socrates.  We will touch on other Hellenic and Hellenistic philosophers and their schools including Aristotle, the Stoics, the Cynics, the Skeptics and the Epicureans.  We will also read more Euripides (count on at least Hippolytus) and Aristophanes’s The Frogs (a comedy about tragedy).  If we have time at the end of the trimester, we will learn about Alexander the Great and Julius Caesar by reading the ancient biographer Plutarch, who was Shakespeare's main source for the ancient world. 

This class will prepare students for college level work, so expect an essay almost every week and challenging but rewarding reading.  Please be prepared to question everything.  Punctuality in arrival of students and assignments will be essential. The class also requires willingness to voice opinions, participate in play reading and ask questions.  This class is an intellectual marathon, so if your brain is in shape, join us.  Nil sine magno vita labore dedit mortalibus.


AMERICAN LITERATURE III: Race and the Cinema                   

Michael Fox

This yearlong course introduces the student to the African-American tradition in American literature. This trimester will focus on representations of black culture in the cinema. Students will learn to analyze visual language and write about film as literature. We will begin with the controversy surrounding D.W. Griffith’s Birth of a Nation and the rebuttal to this film, John Noble’s Birth of a Race. From there we will watch John Stahl’s melodrama Imitation of Life, a film that deals the suffering and perseverance of a strong mother whose daughter rejects her black heritage. From there we enter the turbulent decade of the 1960s where we will sample some B-movies known as “blaxploitation” films.  As we explore the ‘60s, we will also read The Autobiography of Malcolm X and watch Spike Lee’s film of X’s life. We will end the trimester with more contemporary works like John Singleton’s Boys in the Hood and Spike Lee’s Do the Right Thing.  This course will involve a lot of reading, critical viewing and writing, so be prepared if you enroll. To earn credit, students will need to demonstrate thorough reading through discussions, quizzes, reading logs and in-class writings. Students will need to complete satisfactory essays and revisions.


WRITING ABOUT FILM: International Art Cinema                          

Michael Fox

This course invites students to think more critically about the cinema experience.  Students will study movies as works of art and conduct original research about topics they choose. We will work on developing film literacy as we analyze movies according to formal elements including editing, sound, image composition and acting style.  Students will also learn about film history by studying movies from decades long past.  The course will be organized around film genres (or types of movies).   This trimester we will study international art cinemas.  We will look at the films of the great directors and consider auteur theory, which holds that the director is the true artist behind the motion picture: the film becomes an expression of his/her personal vision and philosophy.  We will look at the various film movements with which directors were associated, including Italian Neorealism, New German Cinema, French New Wave and New American Cinema.  Films will include The Bicycle Thieves (De Sica 1948), The 400 Blows (Truffaut 1958), The Virgin Spring (Bergman 1960), The Enigma of Kaspar Hauser (Herzog 1972) and Bonnie and Clyde (Penn 1967). Student research will be at the center of the course. For credit, students will be expected to produce an 8-10 page research paper, complete written responses to the films and readings, participate actively in class discussion and demonstrate active viewing of films.


CREATIVE WRITING                                                                    

Joanna Miller

If a tree falls in the forest with no one around to hear it, does it make a sound?  Similarly, if we write and no one reads or hears those words, did we say anything? Here is your chance to explore a wide array of genres in reading and writing with the opportunity to have those words read and heard.

In this Creative Writing class, we will read, examine, discuss and write poetry, stories, scenes and other forms of fiction and creative non-fiction. We will explore a number of writers and begin our own writing with a number of focused exercises and prompts inspired by our reading. Students will be asked to write and revise their work, polishing their clarity of purpose, style and formal elements in order to build a portfolio of material. During the trimester the students will present their work to one another in a workshop format. Students will share their own work and give thoughtful, sensitive and constructive feedback in writing and in discussion. In addition, we will give readings to audiences that might include general meetings and/or an evening gathering to allow the writers an opportunity to present work from their portfolio of writing.  Some of the writers you will likely encounter as models of writing are Ron Koertge, John Keats, Stevie Smith, Billy Collins, Pablo Neruda, Elizabeth Bishop, a number of Spoken Word poets, David Sedaris, Margaret Edson, Alice Munroe, Tobias Wolff, Kate Chopin, George Saunders and Jeanette Walls. We will also listen to and watch selections from TED Talks, This American Life and other podcasts.  

Creative Writing can be taken for up to one year of English credit once students have passed the Humanities Comp.  Students who haven’t passed the Humanities Comp. before the trimester begins or who have already had a year of Creative Writing as an English credit can take this class for elective credit.


TRIALS III: Family and Community                                         

Cary Honig

This is the third trimester of a two-year course designed for those of you who are interested in law and U.S. history as well as improving your English skills.  This trimester, our focus will shift to families and communities and how they operate. This trimester’s work will also continue the themes of discrimination and diversity, which will be major themes of the final five trimesters of this course. Aside from short stories by Maya Angelou and James Joyce, we will read Gloria Naylor's novel The Women of Brewster Place and August Wilson's magical play The Piano Lesson, which is about a struggling family dealing with the legacy of slavery and differing values.  Homework includes reading the novel and answering written questions about it and writing at least five essays about the works we are reading.  We will also review grammar weekly.  Careful, consistent work and strong attendance lead to progress in English skills and historical and legal knowledge.  Punctuality of students and assignments is necessary to earn credit.  If students work in a timely manner, we will have another trial late in the trimester about legal questions regarding who should make decisions for minors.



Grant Archer

In this class we will practice the analysis of various cultural forms. If you love art and are looking for English credit, this is a class that should really interest you while helping build your English skills. Modern and contemporary methods of analyzing art will be studied, spanning the time from the Industrial Revolution up until the turn of the 21st Century. We will start by studying art after the invention of photography and mass production. From there, we will look at the beginning of abstract painting and sculpture, surrealist methods of free association, dream recall and Feminist theory. 

Students will read defining works of art analysis from the 20th century and be asked to apply them within a contemporary context.  Students will be asked to read at least two short essays or excerpts from pivotal Modernist texts and produce a one to two page critical analysis of a corresponding work of art once a week. If student work is on time, there will be visiting artists and a field trip with corresponding mandatory critical responses. This class will emphasize essay writing techniques, historical research and the application of theoretical lenses in a coherent, effective way.



 Phil Goldman

How do I know what I think until I see what I say?   ­ E. M. Forster

You look at a blank piece of paper. You have to write something, but what? Maybe you need to write three pages or maybe just six well chosen words. How will you approach it?  You may have to think about it first.  Gather your thoughts, brainstorm, make lists, draw your ideas, discuss them and maybe even sleep on it. When you know what you think, you will know what to write. These forms of pre­writing are extremely useful tools to develop, and develop them you will. Another way might be to write it out all at once. Just get it down on paper. Spew it out without thinking.  Is it possible?  You can certainly speak without thinking. It’s practically the same thing. Through daily prompts and free-writing, you will develop these tools as well.

This workshop will focus on a number of different types of short writing done with and without thinking. You’ll read and analyze some fine examples and then write: stories (true and otherwise), reviews, commentaries, fan fiction, group fiction, nonfiction, rants & raves, obituaries, epistles, myths, parables and jokes. You can even pick a genre or two. Every student will have at least one work considered publishable at the end of the trimester.  Are you ready to write? Think about it. Or not.  One more thing: in order to earn credit, you must do all the reading and writing (on time), you must participate in all discussions and group work and there will be grammar sheets.


TOPICS IN LITERATURE: Coming of Age                                       

Michael Fox

In this yearlong course, we will explore various topics that have inspired writers of fiction, non-fiction and poetry. This trimester we will read stories that deal with the difficult transition between childhood to adulthood. We will sample various short stories and poems on the topic before reading Sherman Alexie’s tales of life on the Spokane Indian Reservation in The Lone Ranger and Tonto Fistfight in Heaven. We will end the year reading J.D Salinger’s classic novel of teenage angst, The Catcher in the Rye. To earn credit in the course, students need to complete all reading comprehension and analysis sheets, pass vocabulary and reading quizzes, participate in discussion and complete all essays with revisions. 


CURRENT AFFAIRS                                                                            

Keri Marion

Will Donald Trump accept the election results or foment rebellion (even though he won)?  Who will our new Supreme Court Justice be, and how will it change our laws?  Will all of the lesser Kardashians have to be robbed to keep up with the key Kardasian?  In this class, we will study current events that may include some of those just listed.  In addition, this class will help you identify your own beliefs and state them clearly in writing.  We will complete four separate units of study this trimester, each including vocabulary work, grammar sheets, reading comprehension questions, a class discussion and rough and final draft essays. We will be working regularly on all of the English skills you need for the competency exam.  Students must complete all assignments and be present and on time in body and work in order to earn credit.


FUNDAMENTALS OF ENGLISH                                         

Keri Marion                       

This class meets after school and provides English instruction to students who are not native speakers of English. It will provide preparation for the TOEFL exam and help with vocabulary and work in other classes.  It is suggested that students recommended for the class take it as well as one other English class each trimester to maximize their growth in English skills.  This class is by invitation only and for elective credit.

The following two classes are available for U.S. history credit.  Students should take U.S. history by their junior years at the latest.  It is best to take these sequences in chronological order.



Erin Victoria Egan

As we continue this year long US History course, we will focus on the 20th Century.  We will look at the major events that have shaped the past century.  We will begin by taking a hard look at the continuing industrial revolution in America.  After the Civil War, industrialization in the United States touched all facets of American life.  We will see how immigration and the development of the urban landscape shifted focus away from the farm.  We will also look at how this shift influences the rise of political and labor movements. Other topics for examination this trimester will include the Progressive Era, the Depression, two World Wars, the Civil Rights Movement and the Cold War.  With luck and diligence, we will look at the US involvement in Vietnam.  Emphasis will be placed on examining the struggle of the individual coping with the rapid political, economic and cultural changes of the 20th Century. We will watch excerpts from The Century, The American Experience and The Cold War. In order to earn credit for this course, students should be prepared to complete reading and writing assignments, participate in class discussions and debates and complete the mid-term and final exams. 

Students may elect to take this class for Honors credit. Honors candidates will complete specialized exams and must earn a minimum of 85, do additional readings of a more historiographic nature and research and present an oral report on a relevant topic of their choosing. If you are interested, sign up for Designing America Honors when enrolling. You cannot switch into it after the first week of the trimester. Earning honors will improve your evaluations and transcript as well as your knowledge of U.S. history.


AMERICAN AFFAIRS III: The Twentieth Century             

Maryann Ullmann  

Students taking this class will become active historians.  A historian is not a memorizer of irrelevant facts but a researcher, questioner, debater and analyst.  In this class students will research crucial turning points in American history using both first hand accounts by people who were there and later analyses by historians who studied them.  After reading about these events, we will write and debate about them, always considering the forum - executive, legislative or judicial - that made these decisions. A constant focus will be on understanding how our government makes decisions.  This trimester will cover the twentieth century.  We will focus on three major topics: capitalism vs. socialism (including Marx, Robber Barons, labor unions, Progressives and the Great Depression), isolationism vs. interventionism in foreign policy (including the two world wars and the Cold War), and protest (including the Civil Rights Movement, the women's movement and the anti-war movement).   It is a great class for those of you concerned the U.S. History section of the competency exam.  Students will read many first person accounts of events as well as substantial portions from Howard Zinn's book and competing histories of this period.  We will watch excerpts from the video series The Century and Eyes On The Prize (about the Civil Rights Movement).  Careful work and good attendance will lead to credit.  Punctuality of students and assignments are vital.  In addition to an essay, there will be three quizzes that can get you excused from the final exam.


Elective History Credit


GREEKS III: Beauty and Truth, Body and Soul                                  

Cary Honig

See English section for complete description.  Fewer essays are required for students taking this class for history credit.


AMERICAN LITERATURE III:                         

Michael Fox

See English section for complete description. The same work is required for English and history students.


TRIALS III: Family and Community                   

Cary Honig

See English section for complete description.  The same work is required for English and history students.


HISTORY VS. HOLLYWOOD: New York, New York      

Erin Victoria Egan

The next course of History vs. Hollywood, as the title of the class suggests, will focus on the city of New York. We will use New York as a focal point in a discussion and look at the history of immigration and the immigrant experience. New York was and has been a major hub for arrivals to this country. We will look at films that depict the experience of immigrants in this city from the earliest arrivals in the 19th century to the changing immigrant populations throughout the 20th century.  Some films under consideration include Gangs of New York, The Godfather, Hester Street, West Side Story and On the Town. In order to earn credit for this class, students will be required to maintain a notebook for content notes and reviews of films, participate in class discussions and write essays responding to the class discussions, films and class content. If you are not willing to be an active member of class discussions and critiques, this class is not for you. This class is about examining the changing nature of our culture through the lens of the immigrant experience in the 19th and 20th centuries.



Couture, Culture and the Fabulous 20th Century

Erin Victoria Egan

During trimester three, this course will continue to look at the development of personal and public adornment. We will look at the changes of the 19th and 20th Centuries in both fashion and architecture. In fashion circles, we will see how clothes, jewelry and accessories become the mark of high society.  Fashion will become an industry of not only making clothes for the masses but also for creating the fantasies of the rich and famous.  We will also look at the development of advertising and of the Fashion Houses of Paris and London. This course will stretch from the Eighteenth Century through to the 20th Century to see the fashion industry reflect wealth, status and the more practical concerns of life during war and depression. As an ongoing project, students will chart the growth of a city through the 20th Century and discuss how urban development affects the community. We will continue to discuss the idea of fashion and how we move away from the practical things needed to survive to the expression of wealth and status through clothes, accessories and buildings both public and private. This course is for anyone who enjoys discussing the finer things in history.  Students should be prepared to maintain a notebook, complete both reading and writing assignments, including various projects, and be willing to express their thoughts in class discussions if they wish to obtain credit for this course.


STEAL THIS CLASS II: Protest, Radicalism and Social Change in the Seventies

Phil Goldman

The Sixties were a decade of unrest, dissent and uproar; they brought about a tremendous amount of social upheaval, which continued into the Seventies. Lessons learned, both nonviolent and radical, from the Civil Rights movement and the anti-Vietnam War movement influenced and inspired a great many more causes: Women's Liberation, Gay Rights, Native American Rights, Latino Rights, the Ecology movement and more. These were battles fought inside and outside the system with varying degrees of success: battles that continue to this day and affect how we live now.

In “Steal This Class II,” we will study the historical contexts of these movements, their strategies and tactics, their successes and failures. From the Stonewall Riot to the Occupation of Alcatraz, from the Grape Boycott to “You've Come a Long Way, Baby,” we're going to see how it changed politics, gender roles, civil liberties and America's self-image and mythology. We're going to see what difference it makes to your life. Be ready to discuss. Be ready to argue.

To earn credit for this course, students must maintain a notebook, complete reading and written assignments, prepare oral presentations and, especially, participate in class discussions. Please note: Although this is the second half of a two-trimester course, it is not necessary to have taken “Steal This Class I” in order to take this class.  However, those currently in the class will have first preference.



Erin Victoria Egan

In the third course of the Western Civilization series, we will continue to explore the development of modern Europe.  We will continue with the Renaissance, when the ancient world is rediscovered and helps to generate not only great movements in art but also the exploration of the world and the final stages in the development of Modern Europe.  We will see how the Roman Catholic Church loses its influence in the lives of ordinary people and nations.  Finally, we will look at how the expression and demand for individual rights, spurred on by the rediscovery of the ideal of man in art and religion and the changing nature of politics, affects modern governments and the development of the “new world.” Participation is a key element in the quest for credit.  Excellent attendance, notebook maintenance and the timely completion of reading and written assignments will also be required for credit in this course.



Siobhan Ritchie-Cute

See Science section for complete description.  This class may be taken as either social studies or science credit.


Why is it important to learn a second language? In a globalized world, we do business with people who speak different languages.  For that reason employers are always looking for people who can speak more than one language. A second language will open the doors to work in different countries as well, and it’s very useful when you are travelling for pleasure.   It will also benefit you socially as you will be able to interact with people who don’t speak English, and this can culturally enrich you.  Furthermore, many scientific studies have demonstrated that speaking more than one language generates more brain activity, and this can delay different diseases such as dementia and symptoms or Alzheimer’s.  Once you have the skill, it will never go away, and you will enjoy all the benefits for the rest of your life!

Why Spanish?  This is the question of most students when they find themselves with the opportunity or the obligation to take a Spanish class.

For most Americans, Hispanics are strangers who bring spicy food and colorful costumes to their “already defined” American culture, girls with shapely bodies and “macho” workers who like to listen to loud dance music and smile at women.  According to the US Census Bureau, the estimated Hispanic population of the United States as of July 1st, 2003 is of 39.9 million. This makes people of Hispanic origin the nation’s largest race or ethnic minority. Hispanics constitute 13.7 percent of the nation’s total population. This estimate does not include the 3.9 million residents of Puerto Rico, who, of course, speak Spanish. According to the same Census, the projected Hispanic population of the United States as of July 1, 2050 is 102.6 million. Hispanics will constitute 24 percent of the nation’s total population on that date. This means that when you start your professional life, if you do not know some Spanish, you might be in trouble.

What is the Spanish language?   Do you have any idea of the socio-linguistic relations that come together in the Spanish language?  Did you know that the words “astra” in Latin, “estrella” in Spanish and “star” in English, even when they mean the same thing, can each convey a different feeling?  Would you like to know the relationship of the Spanish language with your own language?  Would you like to try to be in the shoes of someone who is learning a different language?  Would you like to know the language of Cervantes?   

We are going to work and work seriously: seriamente. To learn a language requires a method, and we are going to be very strict with ours. Through our process of language study, we are going to get to know some of the most important artists, writers, musicians, politicians and philosophers of Hispanic culture. We are going to learn about real life in the Hispanic countries. We are going to talk, listen, write, read and try to put ourselves closer to the Hispanic way of living and thinking.

All you need to bring is yourself: your openness and your willingness to learn. You don’t need to bring your fear of making mistakes. All of us make mistakes when we are learning, and the more we err, the more we learn. We are all going to be travelers in the adventure of a new language…¡Bienvenido!

Important Note:  Please do not sign up for Spanish if you are not willing to do your homework carefully and on time on a consistent basis.  You cannot earn credit in Spanish or learn Spanish without doing this, and as Spanish is not required to graduate, you should only take it if you are willing to make this commitment.  While many colleges require you to take three years of foreign language, a no credit in Spanish will not help you get into these colleges.


Español 1                                                                                                             

Maryann Ullmann

¡Bienvenidos a la clase de español! Welcome to the world of Spanish! Students who are completely new to Spanish are welcome in this course, as well as those who have only had a brief introduction to the Spanish language. The first year of second language instruction is about learning to be comfortable letting go of the reality in which objects have one name.  Tree becomes årbol, house is also casa, and to live is vivir.  In this yearlong introductory course, plan to make room in your brain for different vocabulary words, grammatical structures and of course some canciones. 

We will try to understand why and how computer translators will often lead you astray as language is about communication, and communication is about people.  Spanish 1 students will learn how to introduce themselves and share basic personal information; we will practice the conversations that allow you to ‘make a friend’ in Spanish. Expect to cover the following grammatical concepts:  likes/dislikes, asking questions, forming negatives, present tense of ser/estar, regular -ar,-er, and -ir verbs, and some irregular verbs.

In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments and do your best to learn your own role in our collaborative and creative classroom.  Don’t be surprised if and when your teacher speaks to you only in Spanish: with open ears and minds, we will both understand each other and grow our abilities to communicate.


Español 2                                                                                                      

Siobhan Ritchie Cute     

¡Hola! ¿Cómo estás? This course will continue to reinforce the conversational skills of the students as well as develop more advanced reading and grammar skills. We will review previous grammatical concepts.  At the end of this trimester, you will be able to describe topics such as family relationships, feelings, polite commands and comparisons. Cultural elements of the Hispanic world will be incorporated to gain a better understanding of the target language.  In order to earn credit in this class, you need to demonstrate an adequate proficiency in Spanish. Therefore, you must study to pass your tests.  Class participation is a vital part of your language learning experience.  Making an effort will not only be reflected on your evaluation but also will make the class more fun.  Remember: homework will support and reinforce what we do in class. Late homework on a regular basis will have a negative impact on your evaluation.  Attendance is crucial because a great portion of the learning will occur during class activities.

Español 3                                                                                                        

Siobhan Ritchie Cute    

Bienvenido al mundo del espanol avanzado...welcome to the world of advanced Spanish!  Students who have either completed 2 years of high school Spanish or (through native speaking ability or extensive study) who have arrived at a firm foundation in the language are welcome in this course. Students should enter Spanish 3 with secure knowledge of the present, present progressive, preterite and imperfect tenses; reflexive, indirect object and direct object pronouns; and cognates as well as commonly used vocabulary and expressions.  The third year of Spanish language instruction is about finally building a structure on the foundation that has been carved out and made solid during the first two years.  The skeleton frame that consists of verb conjugations, tense familiarity, and vocabulary will soon be filled in with walls and a roof: your conversation will flow (maybe not smoothly, but it will move).  Spanish 3 students will be exposed to long periods of immersion in the target language: sometimes entire class periods.  We will watch film and video in Spanish, honing our listening skills.  We will create and practice conversations that go beyond the tourist activities of finding a restaurant and ordering food.  We will read and discuss topics of interest and depth including literature, poetry, newspaper articles and more.  

Expect to cover the following grammatical concepts:  commands and the imperative mode, the subjunctive mode, the future and conditional tenses and idiomatic expressions.  Project work for the first trimester will involve an exploration of the Latin American holiday el Dia de los Muertos.  Spanish 3 students are expected to complete written assignments that are 1-2 pages in length.    In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments and do your best to learn your own role in our collaborative and creative classroom. Bring your honest selves to the classroom and the conversations; conversing in a new language can be challenging but fun.


Español Avanzado 4-5                                                                                 

Siobhan Ritchie Cute

A seguir: let’s keep going!  Students who have either completed 3 years of high school Spanish or (through native speaking ability or through extensive study) arrived at an advanced level of language proficiency are welcome in this course.  Students should enter the course with secure knowledge of all verb tenses in the indicative mode, as well as present subjunctive, and a broad vocabulary.  Advanced Spanish is conducted entirely in Spanish.  We will read and discuss literature, poetry and newspaper articles.  We will practice various forms of writing: opinion writing, reviews, dialogues, and creative pieces.  For students interested in pursuing college level language study, we will review different forms of assessment, including multiple choice and free response formats.  Students should be able to hold lengthy conversations on different topics entirely in Spanish.    Expect to cover the following grammatical concepts: past subjunctive, compound tenses in the indicative and subjunctive modes, idiomatic expressions, nuances in meaning involving ser/estar, por/para, preterite/imperfect, and indicative/subjunctive.  Project work for the first trimester will involve an exploration of the Latin American holiday el Dia de los Muertos. Spanish 4/5 students are expected to complete writing assignments that are 2-4 pages in length.  In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments, and do your best to learn your own role in our collaborative and creative classroom.  Serious and studious attention paid during this yearlong course may help students to achieve near-fluency in a second language: a true gift!


While it is not possible for School One to offer other languages during school, School One students may take other languages for credit outside of school.  The class/tutor must be appropriately qualified, willing to write a School One evaluation and approved beforehand by the Assistant Head.  Outside classes or tutoring for language credit require at least twenty-five hours of meeting time with additional homework per trimester.  Please contact the Assistant Head with any questions about this beforehand.


Most four-year colleges require either two or three (and certainly prefer three or more) years of language for admission, although many are willing to waive this for students with disabilities that affect the student’s ability to learn a language.  Note that the requirements colleges post are minimums: a student who does more than the requirement (in any subject) is more likely to get accepted at most colleges.  Students are encouraged to meet these requirements before senior year.


Stephen J. Martin

In the fall, the general rules of differentiation were derived.  In the winter, the chain rule was used to calculate derivatives of composite functions. In the spring, implicit differentiation will be used in dealing with relations.  Using the chain rule and implicit differentiation, the relationship between rates of change of related functions will be found.  Applications of differentiation will be explored: logarithmic differentiation, derivatives of inverse functions, L’Hopital’s rule, differentials and derivatives of parametric functions. Indefinite integration will be introduced and used to derive functions from derivatives, using initial conditions.  Definite integration will be introduced and used to calculate areas, volumes and various sums. Credit will be earned through the satisfactory completion of in-class and homework assignments, quizzes and examinations, as well as good attendance.  Students must own a graphing calculator.


Stephen J. Martin

This upper level math course is offered to students who have successfully completed the standard math sequence, including Advanced Algebra.  In the fall, trigonometry was studied.  In the winter, factoring of algebraic expressions was performed, and inequalities were solved.  In the spring, exponents will be reviewed and natural logarithms will be applied to exponential equations.  Radian measure will be introduced and general trigonometry will be studied.  Functions and relations will be defined, and the concepts of domain and range will be introduced.  These concepts will be applied to linear, quadratic, polynomial, rational and trigonometric functions.  Analytic geometry will be studied: curves in the Cartesian plane, both functions and relations, will be investigated.  Polar coordinates will be introduced, and their relationship to rectangular coordinates will be studied.  Trigonometry and vectors will be applied to objects in 3-dimensional space.  Credit will be earned through the satisfactory completion of in-class and homework assignments, quizzes and examinations, as well as good attendance.  Students must own a graphing calculator.

ADVANCED ALGEBRA                                                                                 

Pam Stokinger                                                             

We have conquered our fear and loathing of word problems.  Equations and graphs have been deciphered.  Factoring has been explored, and inequalities have been solved.  We now boldly proceed into the last uncharted regions of algebra.  This trimester, exponents and their rules will be reviewed.  Logarithms will be studied, and they will be used in problems involving exponential growth and decay.  Trigonometric functions will be studied and applied.  The concepts and terminology of functions will be introduced, and linear and non-linear functions will be modeled.  Conic sections will be graphed from equations. 

Credit will be earned by satisfactory completion of in-class and homework assignments, quizzes and examinations, as well as good attendance.

Prerequisite:  Students should have successfully completed the fall and winter trimesters of Advanced Algebra or have consent of department chair.  Each student must own a scientific calculator.

INTERMEDIATE ALGEBRA: Polynomials                                                 

Pam Stokinger

We will use the slope-intercept form of a line to graph linear equations. We will solve linear equations by using graphs. We will discuss functions and relations, and we will evaluate functions and graph functions. We will write linear equations in slope-intercept form and an equation of a line from a graph.  We will write linear equations in slope-intercept form given a slope and a point and then progress to writing linear equations in slope-intercept form given two points.  We will solve linear systems by graphing. We will solve linear systems by substitution and then apply the linear combination method to solve a system of equations.  We will study the multiplication and division properties of exponents and look at zero exponents and negative exponents.  We will review radicals and the properties of them. We will solve quadratic equations by solving square roots.  We will add, subtract, and multiply polynomials and solve polynomials in factored form. We will factor polynomials.

Credit will be earned by satisfactory completion of in-class and homework assignments, quizzes and tests, as well as good attendance.


Pam Stokinger                       

Students will investigate perpendiculars and bisectors. We will then use properties of perpendicular bisectors. We will look at bisectors of a triangle. The students will use medians of a triangle. They will find and use the centroid of a triangle. We will then look at the altitudes of a triangle and draw altitudes and orthocenters. We will use midsegments of a triangle and apply the Midsegment Theorem. We will look at inequalities in one triangle and compare the measurements and relationships between the longest and shortest sides of a triangle and the positions of the angles. We will investigate polygons and their properties. We will be able to identify concave and convex shapes. We will look at the properties of parallelograms and study the relationships of similar right triangles. We will look at the Pythagorean Theorem and apply it to word problems. We will explore prisms, pyramids, cones, cylinders and spheres and then look at surface area and volume of prisms, pyramids, cones cylinders and spheres.

Assessment will be based on timely completion of homework, frequent short quizzes, participation in class and attendance.  All areas will be considered when assigning credit.  Students should remain in Geometry for the full year.  Credit will be earned by satisfactory completion of assignments, quizzes and exams, as well as good attendance.

Prerequisites: Students should have successfully completed the fall trimester of Intermediate Algebra or have consent of department chair.

BASIC ALGEBRA                                                                            

Raveena Medeiros

This class will look at Algebra, but at a slower pace. We will explore numerical and variable expressions. We will look at basic exponents and why we use them. We will use order of operations. We will compare and order integers. We will add, subtract, multiply and divide integers. We will review mean, median and mode. We will study properties of operations: commutative, associative and distributive. We will also look at perimeter and area. We will review rate and unit analysis. We will simplify variable expressions. We will look at variables and equations. We will solve one and then two step equations using addition, subtraction, multiplication, and division.

We will move at a slow pace and build confidence in your Algebra skills. We will develop a good work ethic and have fun with Algebra skills.  Credit will be based on attendance and effort on homework, in-class assignments, tests and quizzes. We will form a mutually kind and supportive community where every question is worthwhile and each learner builds his/her confidence and Algebra skills.

ESSENTIAL MATH                                                                                  

Pam Stokinger

Students placed in Essential Math work on remedial numeracy skills to prepare them for success in our algebra and geometry classes. Over the course of the year, students work on the types of problems found on the Math Competency Exam. Passing this test is a requirement for graduation from School One.

The class’s objective is to provide a low-pressure setting to explore mathematical concepts. Third trimester’s work will incorporate the topics included in sections 3, 7 and 8 of the Math Comp. We will explore probability. We will explore perimeter and area as it relates to real life problems. We will convert from feet squared to inches squared and vice versa. We will explore time and how to figure out arrival and departure times. We will work on metric conversions. We will explore word problems that will require understanding of all these topics. We will incorporate games to aid in understanding of essential math skills.

Requirements for Credit:

Completion of all homework/classwork

Participation in class

Successful completion of Tests and Quizzes (minimum passing grade of 60)

Attendance at or above 75%

I expect each student to come prepared to class and have a binder (3 ring binder preferred).


Stephen J. Martin

Physics helps us to understand all the phenomena we encounter, whether on earth or in space.  As we boldly move forward in our exploration of the universe, we draw inspiration from the legacy of Newton, Faraday, Henry, Heisenberg and Einstein.  In the fall and winter trimesters we studied mechanics, both statics and dynamics. 

In the spring trimester, the angular motion of rigid bodies will be investigated using the concepts of angular velocity, angular acceleration, torque and angular momentum.  Motion in continuous media, such as water waves and sound waves, will be studied. 

Light will be investigated: geometrical optics will be studied and applied to systems involving lenses and mirrors.  The fundamentals of electricity and magnetism will be explored, and there will be applications to DC and AC circuits.  Quantum physics will be investigated: atoms and molecules will be explained.  There will be brief surveys of nuclear physics and particle physics.

This course has a laboratory component.  In the energy experiment, kinetic and potential energies will be calculated.  In the geometrical optics experiment, real images will be formed by converging lenses: object and image distances will be measured.  In electromagnetism, DC circuits will be studied: voltages and currents will be measured.  Lab reports will adhere to standards of clarity, accuracy and precision.

Credit is earned through the satisfactory completion of assignments, lab reports, quizzes and examinations, as well as good attendance.  Students must own a scientific calculator.


Maggie Shrama

This third trimester, we will be covering the basics of chemical reactions through acid-base reactions, oxidation-reduction reactions and reactions involving organic chemicals.  We will be exploring these chemical reaction concepts through lots of hands-on labs and activities.

Course credit will be awarded upon satisfactory completion of assignments/homework labs, knowledge assessments (quizzes, tests and projects), attendance and participation.  Students may be required to make up missed labs to be eligible for credit.

New students may not join this class without permission of the teacher or Department Coordinator.

BIOLOGY C: Ecology                                                                                  

Laurie Spry

The word ‘ecology’ is based on the Greek word oikos, meaning ‘house.’  Oikos is also the root of the word ‘economy,’ so ecologists view the living world as a household with an economy in which each organism plays a role.  This trimester, students will be introduced to foundational concepts including energy flow through communities, biogeochemical cycles, secondary succession and population dynamics including carrying capacity and the structure of communities.  Students will visit Austin Farm to record plant numbers and species inside and outside of the deer exclosure, an ongoing ecology project.  This year we will also be starting to monitor water quality and observe invertebrates in several locations including nearby Blackstone Park. Students will write short papers considering 'current use' and the impact these practices have on farm ecology. Students should be prepared for active participation in classes. This includes bringing all notes and handouts to every class, doing homework on time and being ready and willing to participate orally in small group and whole class discussion. Students who have not taken Ecology before are welcome to join us.  If you have a year of Biology but it did not include Ecology, this could be the science class for you!


John Simpson


You want to learn to code.

You will learn to code.

Everything follows from those two as common sense:

You need to pay attention to the class and to your work. You need to be on time to all the classes. You need to put good effort into your homework and projects. (Some will be difficult this trimester!)  You need to come to class with your own ear buds to follow the online videos.

We anticipate covering one section every two weeks, with a midterm and a final exam, in order to complete the course by the end of the year. (Trimester III is a continuation of II.)  You will have homework and small projects along the way as part of this course.  Individual instruction will be available at times during class meetings.

You will earn credit for the Scratch final project and for homework and exams in Python. You will be expected to act responsibly and maturely in regard to any online component to the course.  A optional text is Introduction to Computation and Programming Using Python, With Application to Understanding Data, 2nd Ed. John V. Guttag 2016 MIT Press.  This class is not open to new students. We hope to offer it again next year!

INTRODUCTION TO PSYCHOLOGY                              

Siobhan Ritchie Cute

“Love and work are the cornerstones of our humanness.”                                                                                         Sigmund Freud

What makes us human?  What defines healthy...stable...normal?  Why do we do what we do?  For more than 100 years, psychologists have been attempting answers to these questions through controlled experiments and analysis of data.  Since the beginning of time, however, we humans have been attempting the same through basic observation and thought.  Why did he do that?  Why didn’t she do that?  Why do I feel this way?  How can I change?  The answers are elusive.  Experts even disagree about how to approach answering the questions. 

In this introductory course, we will examine the foundations of the very broad and diverse discipline of psychology. We will examine the groundwork for a field devoted to the study of the mind laid by philosophers and biologists.  Students will gain familiarity with important pioneers in the field, including Freud, Skinner, Piaget and others.  We will determine the relevance that their works have today.  We will talk about the role psychology plays in our everyday lives.  Students will earn credit by completing reading assignments outside of class, participating in discussions and demonstrating knowledge and commitment through quizzes and project work.

In the final trimester of this introductory course, students will continue to familiarize themselves with important figures in the field of psychology. Students will also bring their focus to the current state of the mental health field.  We will learn about common mental disorders and the variety of methods of treatment for them.  We will observe and discuss how our world is affected by both trivializing and sensationalizing mental illnesses.


Laurie Spry

Forensics is over, and it’s time to refresh your memory about matter and energy. We’ll begin with a review of the fundamental parts of the atom and how to read the Periodic Table on the wall.  Learning about electrons leads naturally to the next unit, which is an exploration of electricity. How is it made? Lab work includes building simple circuits, electromagnets and paperclip motors.

The second half of the trimester will be devoted to the swirling debate about alternatives to using fossil fuels. With a good grounding in how power is generated, students will be able to better weigh the issues for themselves.  Current magazine articles, videos, interviews and websites will inform your opinions and help you produce a final project.

As in trimesters I and II, lab notebooks kept up to date, success on quizzes, good cooperative lab work and steady attendance will earn you a ‘pass.’  Students must attend a minimum of 75% of class days and must be prepared to make up missed labs at the teacher’s discretion.

ART MATTERS . . .                                                                                  

Amanda Albanese

…and this class will show you why.  Here, you get to use many mediums (except oils) and learn how to use them for your benefit.  Art matters because it’s a great way to express yourself, and the more tools you have, the better.  This class will consist of still-life art studies, design, drawing, painting and “free draws.”  Paint a color field, charcoal a classic boot, panel a comic strip, create fashion illustrations and more.  Demos will be given by the instructor.



Katie Gui

This is a hands-on studio class; you will get your hands dirty.  Students will create functional and non-functional work using the ancient hand-building techniques of pinching, coiling and slab building. Various surface treatments will be explored; work will be glazed and kiln fired. Emphasis will be placed on developing craftsmanship and creativity.  This class will be offered both B and E periods third trimester.



Amanda Albanese

In this course you will draw and draw. You will want to continue drawing when class is over. You will study famous and infamous drawings. You will learn a drawing vocabulary with emphasis on drawing for its own sake, and you will also understand how drawing can be part of any project.  You will become familiar with drawing as an international language.  You will learn about materials, techniques, points of view, light, shadow and ink.  You will create a body of work for portfolio review. You will be able to sit down anywhere, anytime, and use a sketchbook.  This course is designed as an advanced class for students who take art seriously. 



Miles Cook

This class teaches basic Illustration concepts, focusing on skills and concepts of comics, cartooning and visual storytelling. Students will learn about the world of commercial art, exploring editorial illustration and visual story exercises early on, and then move on to longer comics assignments. A variety of basic skills and processes such as thumbnailing, storyboarding, character design, story structure, penciling, inking, digital-painting, and basic zine-style and web self-publishing will be covered through in-class and at-home assignments. Students will be required to keep a sketchbook for developing ideas and completing homework assignments and will study examples from all over the world. This class aims to start students on the path towards being able to tell their own stories in a visual medium.


Lights, Camera . . . ACTION                                                                             

Nick Mazonowicz

This course will study the many aspects of different types of movies (action, drama, sci-fi) and have the students attempt to create their own versions of each theme for each project. Students will learn basic and advanced video shooting and editing skills, how to storyboard and script a scene, as well as direct and shoot their own individual and group films.


MODERN MEDIA                                                                                          

Kristen Jones

This class will involve using a variety of media and tools to explore fine art, graphics, design techniques, digital images and technology. Over the trimester we will produce a variety of work that reflects some of the examples we will review in class.  We will learn skills in design and focus on the principles of art by looking at all different aspects of visual representation. Each student will use computers and digital media and hand made work in a variety of ways that will not only help make create projects for this class but can help with other art and academic classes.  Each student will create a website for his/her work and will have weekly homework assignments that will be requirements for earning credit.  Students in this class will also be asked to help participate in building material for our digital yearbook for the third trimester class Digital Yearbook. 


SMALL METALS                                                                                        

Patrick McMillan

Small Metals is a class where students will have the opportunity to learn how to create sculptural and decorative metal artwork. Each project during this class will have a design phase, and each student will create a series of designs to present and will participate in group critiques. Projects will be created using a number of basic metal fabrication techniques and incorporate a variety of hand tools and torches for assembly. 


3D DESIGN                                                                                                

Kristen Jones

This class will focus on creating solutions to 3D design problems using additive, subtraction and fabrication processes to deepen an understanding of 3D design principles.  Materials used will be a variety of art materials as well as everyday objects repurposed to become artistic media. Weekly blog assignments are required for credit.  Students need to be willing to experiment with ideas and materials. Each student will be required to participate in all studio projects and critiques. 


2D ART                                                                                                           

Kristen Jones

This class will explore art in terms of drawing, painting, collage, digital photography, printmaking and any other two dimensional media.  We will examine different periods of art and use that research as a starting point for each project. Students will have a weekly blog assignment that is required to earn credit. Projects will include realistic representation, expressionism, abstraction and design categories.  We will also explore traditional media such as making paper and marbling.



Jess Halpin

Do you love watching Whose Line Is It Anyway and wish you could jump up there and play, but the idea of Improvisation scares you to death?  Don’t worry about being funny, brilliant or particularly engaging.  This course focuses on learning the basics of successful improvisation:  teamwork, listening, offers and acceptance.  Beginning with exercises, the class will then move on to tackle the theatre sports and games like those seen on television.  The overall goal will be to explore the role improvisation plays in creating characters and scenes.  Improv is a collaborative art, so we’ll be doing a lot of work together. Mutual support and respect will pave the way for a lot of fun!  While there won’t necessarily be a great deal of work to be done outside of class, students will be expected to participate actively in class and to attend one show performed by a local improv troupe.


THEATER AND DRAMA                                                                       

Jess Halpin  

This class continues looking at different elements of Theater: playwriting, acting, directing and design.  We’ll look at the fundamentals: acting exercises, improvisation, monologue work, script analysis and scene study.  No acting experience is necessary, but you will be asked to try new things!

After some initial work on the basics, this class will be tailored towards the interests and abilities of the students involved.  Students will be expected to participate in all exercises and classroom discussions. Students will also be expected to work with others to create a presentation—collaborating in order to take advantage of each person’s strengths.  


MUSIC ONE                                                                                                         

Lon Plynton

Your journey to superstardom begins here. We will practice natural talent enhancement and learn about scales, chords, rhythms, meters and music terminology, all the while playing some great tunes.  We will listen to different music genres and learn how to create and appreciate music of many cultures. All interested in music performance are welcome here, even those with modest egos.


MUSIC TWO                                                                                                         

Lon Plynton

You know how to play; now it is time to jam!  We will turn the class into a band rehearsal as we learn to play together while exploring a wide range of musical styles. You can bring in your own composition or your favorite song and perform it with the group. This will provide an opportunity for students to explore musical concepts through ensemble involvement and creating a group performance. You must get instructor approval before enrolling in this course and be willing to bring your instrument to class.


SLAM: Spoken Word and Performance Poetry                                       

Grant Archer

In this class students explore what it means to develop a professional creative writing practice while exercising their public speaking skills and integrating themselves within a serious writing community. This class will emphasize formal poetry writing techniques and effective performance comportment. Students will analyze contemporary slam poetry, as well as language poetry, confessional and free­verse styles of prose and poetry.

Students will read works by contemporary performance poets such as Patricia Smith, Kevin Coval, and the Nuyorican Poets Cafe, and watch footage of their performances. Students will also watch video from youth slam poetry performances, such as those featured in HBO’s television series Brave New Voices. This class will cover the writings of Arthur Rimbaud, Sylvia Plath, John Ashbery, Allen Ginsberg, Charles Bukowski, Maya Angelou, Audre Lorde, Mary Jo Bang, Amiri Baraka, and Sol Williams.

● Each student is required to write and/or edit at least two works of poetry or prose once a week.

● Each student is required to read/listen/watch suggested works by acclaimed modern and contemporary poets and spoken word artists weekly.

● Each student is required to perform at least one of their poems at the end of each week.

● Each student is required to workshop their own writing, as well as each other’s writing; regularly participating in group critique in a mature, constructive manner.


THE STORY BEHIND WORK                                  

Phil Goldman

With guest teachers Eve Kerrigan and Diane Postoian

Our stories are our memories, our adventures and our personal myths. We learn who we are, what we came from and what we are doing (and sometimes why) through these stories. We learn about each other. Stories help us make sense of our lives. So much of our lives are defined by Work, whether it is “just a job” that we do in order to survive or a true vocation, a calling that is not only personally satisfying but contributes something worthwhile to the world or something in between.

This class is all about sharing our stories of Work: not only amongst ourselves but with a select group of older adult participants who have amassed a wealth of experiences and wisdom. After working together, we will all bring our stories out to the community at large through performances and a variety of media.

How will this be done?  First, we find our stories through exercises such as drawing lifegraphs (mapping our experiences), free writing, discussions and interviews between students and older adults. Then we develop and refine them through performance and writing exercises, feedback sessions and of course, telling the stories. We will discover what makes a good story, what makes effective, engrossing storytelling and what the true meaning of Work is.  The class welcomes new as well as returning students this trimester.

Resource Learning Center (RLC)

Lucy McKenna

The Resource Learning Center (RLC) will address the needs of student learners by providing the necessary support and focus on academic enrichment, study skills, organization, time management and decision-making. Students enrolled in this course are expected to bring class assignments and long-term projects to the RLC.   This class is by invitation only.

Course Objective: 

  • Develop Organization Skills
  • Preview and Review concepts taught in content area classes
  • Develop time management skills
  • Address individualized goals as outlined in students Individualized Education Plans (IEPs).


  • Maintain daily planner to organize and ensure completion of assignments
  • Organize notebook and handouts used in content area classes
  • Develop time management skills
  • Prepare for quizzes, test and exams
  • Use educational software to reinforce educational needs
  • Evaluate academic performance and implement changes
  • Participate in college exam preparatory skills
  • Participate in career exploration

Note: All PE classes require active participation.  There are many choices here, so you should pick one in which you can participate actively during the full period.  Just showing up isn’t enough to earn credit: students must be cooperative and active and may never choose to skip class when in school if they plan to earn credit.  Use of devices including phones is not permitted during P.E. or health classes.


Michael Fox Jordan

If you think you can take it to the rack and slam it down or you just like to see a lot of boxers hanging out of the tops of pants, this is the class for you.  The S.O.B.A. is looking for non-talented to all-star players who want to swish, dish or just chuck up some air balls.   No ball hogs or sulkers should apply; this class requires passing to all teammates and bein’ chill when the shots aren’t dropping.  We will be walking quickly to the Nathan Bishop courts and back, so get ready to exercise in more ways than one.  Full participation is required for credit.  Bench warmers will not earn credit.


Gianna Boulet, Cary Honig

Whether you think you can out-slug Big Poppy or you just prefer a sport that involves a lot of standing around and chatting interspersed with some sitting around and chatting, this could be your favorite class.  League One is looking for untalented to all-star players who want to turn two, go the other way or just toss it around the horn.   You must not only attend (and wear appropriate clothes and shoes and hopefully bring a mitt) but play regularly in order to earn credit and avoid being traded to the Met(s) for a player to be named later.  Until the ground is ready for softball, you may be expected to play football or soccer instead. Say hey!  We will walk briskly to the J.C.C., so be prepared to step up your pace and play the full game.

TENNIS, ANYONE?                                     

Steva Martinalova, Laurie Williams

Not only will this class feature some fine matches, but you will be treated to detailed physics insights into the merits of topspin and its relationship to gravity.  Steve will teach you how to deploy Heisenberg’s Uncertainty Principle in keeping your opponent off balance, and if you follow Der Martin’s every word, you should be able to ensure that your opponent remains in love throughout the match.  The class will play ping-pong when the weather is inclement.  Those who choose to observe rather than play will not earn credit.

TAI CHI CHUAN: Strengthen your Body, Clear your Mind, Find your Chi                                                                                                              Phil Goldman 

When the wise man points at the moon, the idiot looks at the finger.

- Confucius

Do not be fooled by appearances. Tai Chi Chuan may look like nothing more than slow, relaxing movements, a method of moving meditation and health, but beneath the surface lies a vast, deep and ancient martial art. What most people do not know is that every movement in the Tai Chi form contains not only martial applications - strikes, kicks, takedowns and joint locks - but techniques to build and circulate Chi (Life Energy).  

This course will cover basic stances to establish your root, breathing exercises to calm and center your mind, and drills from the Tai Chi form to control your body and move your Chi. We will also cover two-person exercises (“Push Hands”) to find and maintain your emotional and physical center in all kinds of situations and to exchange energy with another person. These exercises will be taught and practiced at all times in a completely safe and respectful manner. Make sure to wear loose comfortable clothing that will allow freedom of movement.


Lucy McKenna, Pam Stokinger

Please join us on Friday afternoons for a simple class in the fine art of walking. Students should be prepared with appropriate footwear, warm or cool clothing and a wonderful attitude. We will be walking rain or shine, warm or cold days and bad days or good days. This is a simple way to earn credit in gym because all that is required of you is to show up and participate in a simple hour and half walk. How hard can that be?  There will be a strict limit of fifteen students with seniority the key to who gets the spots, so freshmen and sophomores should have other choices as well. Students who have already had three trimesters of walking will need to find a different option so that everyone gets a chance to perfect his/her walking skills.

YOGA FUSION                                                                             

Janine Musto

Yoga Fusion adds strength training, resistance work and some cardiovascular elements to the typical series of yoga poses. Yoga Fusion seeks to provide the flexibility and breathing challenges of yoga while offering total body strengthening moves.  We will transition from dynamic moves (raising your heart rate and strengthen muscles) to restorative poses (stretching) with a variety of music including Hip Hop, R&B and Rock & Roll.  We finish off with guided relaxation, leaving you feeling strong and calm.  Credit will only be earned by those who participate fully in the class.

“At School One, the conversations in class and the writing assignments were at a different level. Students were committed to their opinions because they were pushed to be thoughtful and respectful.”

Janet Krueger   

Janet Krueger
Alumni Parent


Great writing begins here!

Read some of our students’ best work in e une (PDF, 2MB), School One’s Journal of Ideas. You’ll see why our Humanities program, with its focus on reasoning and analysis, consistently wins high praise – and turns out compelling writers.

Et tu, e une?