Explore the guiding ideas in each our our departments and read course descriptions across divisions, grades, and subject areas. THE WHOLE CHILD PRINCIPLES OUR CURRICULUM K-5 PROGRAM 6-12 PROGRAM CURRICULUM GUIDE TALENT DEVELOPMENT COLLEGE ATHLETICS CURRICULUM OVERVIEW ENGLISH LANGUAGE ARTS (ELA) SOCIAL STUDIES / HISTORY MATHEMATICS WORLD LANGUAGE COMPUTER SCIENCE LIBRARY / RESEARCH SKILLS SCIENCE VISUAL & PERFORMING ARTS ENGINEERING PHYSICAL EDUCATION English Language Arts (ELA) OVERVIEW LOWER SCHOOL MIDDLE/UPPER SCHOOL At The Lang School, English Language Arts (ELA) classes are committed to fostering a lifelong love of reading, writing, and communication in our students. Grounded in a deep understanding of neurodiversity and the diverse learning needs of our community, our department's mission is to cultivate critical thinking, effective communication skills, and a deep appreciation for literature and language. We believe that language is a powerful tool for self-expression, understanding, and connection, and as such, our teaching practices are centered around empowering students to become confident and proficient communicators. We prioritize differentiated instruction and personalized learning experiences to meet the unique needs and interests of each student. We embrace a student-centered approach that values individual voices and encourages students to explore diverse perspectives through literature and writing. Our teaching practices emphasize the development of essential literacy skills, including reading comprehension, writing proficiency, and critical analysis, while also fostering creativity, self-expression, and intellectual curiosity. Through a combination of traditional and innovative teaching methods, collaborative discussions, and meaningful literary experiences, our goal is to inspire a lifelong passion for reading and writing, equipping students with the tools they need to succeed academically and thrive in a complex and interconnected world. The Lang School’s Lower School English Language Arts (ELA) program is built on a comprehensive framework that prioritizes literacy development through evidence-based strategies, whole class, and individualized instruction. The curriculum is designed to meet the diverse needs of students, including those with language-based learning challenges, through targeted interventions and structured teaching methods. Social studies are integrated into the ELA program, providing students with a multidisciplinary learning experience that enhances both their content knowledge and literacy skills. To ensure that all students have key foundational reading skills and for students with diagnosed language-based learning challenges that impact their reading acquisition, The Lang School offers whole class, small group, and individualized, 1:1 support through the Wilson Reading System. This structured literacy program is designed to build essential reading skills, particularly for students with dyslexia or other reading difficulties. It emphasizes: Phonemic awareness: Helping students break down words into their individual sounds. Phonics and decoding: Teaching students to read by correlating sounds with letters or groups of letters. Fluency: Ensuring students can read smoothly and accurately. Vocabulary and comprehension: Strengthening students’ understanding of words and the texts they read. This targeted intervention provides struggling readers with a systematic, multi-sensory approach to learning that builds their reading skills step by step, ensuring they gain the proficiency and confidence necessary to succeed. To support students' writing development, The Lang School utilizes two research-backed approaches: Self-Regulated Strategy Development (SRSD) and The Writing Revolution (TWR). Self-Regulated Strategy Development (SRSD): This approach helps students learn how to plan, organize, write, and revise their work by teaching them specific strategies for managing the writing process. SRSD emphasizes self-monitoring and self-assessment, giving students the tools to become more independent and confident writers. It is particularly effective for students who struggle with writing due to executive functioning challenges or learning disabilities. The Writing Revolution (TWR): This method focuses on teaching students to construct clear, cohesive sentences and well-structured paragraphs. TWR breaks down the writing process into manageable steps, guiding students from sentence-level work to more complex writing tasks, such as essays and reports. By focusing on grammar, structure, and organization, TWR helps students develop the skills needed to express their thoughts clearly and logically across all subjects. The Teachers College Reading and Writing Workshop model emphasizes student-centered learning, where students engage in reading and writing activities that promote critical thinking, creativity, and independence. In this workshop-based approach, students receive a combination of: Mini-lessons: Short, focused lessons on specific reading or writing skills. Independent reading and writing time: Students practice applying the skills they’ve learned, with teacher support and individualized feedback. Conferring and small-group work: Teachers provide personalized instruction based on each student's needs, helping them to progress at their own pace. The program allows teachers to select units of study that align with their students’ interests and developmental levels, such as persuasive writing, historical fiction, or informational writing. Often, these writing projects are integrated with social studies or science topics, providing students with a multidisciplinary learning experience that reinforces their understanding of content while enhancing their literacy skills. Social studies topics are woven into the ELA curriculum to create a cohesive learning experience for students. By aligning reading and writing projects with historical events, geography, and cultural studies, students develop their literacy skills in context. For example, a writing unit on persuasive essays may involve students taking a position on a historical event, or an information writing unit might focus on a scientific or social issue they are learning about in other classes. This integration deepens students’ understanding of both literacy and content while fostering critical thinking and analytical skills. To track reading progress and ensure that each student is making gains at an appropriate pace, The Lang School uses the MAP (Measures of Academic Progress) Assessment. Students are assessed two times each year to measure their decoding, fluency, and comprehension skills. These assessments give teachers a clear understanding of each student’s strengths and areas for growth, allowing them to adjust instruction as needed. The data from MAP assessments helps ensure that students receive targeted support and are continuously challenged according to their individual reading levels. The Lang School recognizes the unique needs of each student and provides differentiated instruction to meet those needs. Students with diagnosed language-based learning disabilities, such as dyslexia, may receive personalized 1:1 instruction from learning specialists, ensuring that they develop the skills necessary for reading and writing success. These specialists work closely with classroom teachers to tailor lessons and strategies to support each student's learning profile, reinforcing skills in both the classroom and individualized settings. Overall, the goal of the Lower School ELA program is to foster a love of reading and writing in every student. By combining explicit instruction in reading and writing strategies with opportunities for students to explore literature, express themselves through writing, and connect their learning across subjects, The Lang School creates an engaging and dynamic ELA experience that helps students grow as confident, capable learners. The transition from Lower to Middle and Upper School in ELA is marked by a deepening of the skills acquired in earlier years. Students continue to develop their reading comprehension and writing proficiency, but with an increased emphasis on critical analysis, synthesis, and the ability to engage with more complex texts and ideas. Teachers recognize the diverse learning styles and abilities of students and tailor lessons to meet their needs. This individualization begins in Lower School but intensifies as students enter Middle and Upper School, where they face more challenging literature and assignments. The goal is to help students become independent thinkers and confident writers who can express themselves across various genres, from creative writing to analytical essays. The Lang School’s ELA program for Middle and Upper School uses SRSD and The Writing Revolution (TWR) to support students’ writing development. These approaches, which are introduced in the Lower School, are adapted and expanded to address more advanced writing tasks, guiding students through increasingly complex assignments. Self-Regulated Strategy Development (SRSD) continues to be a key tool, especially for students who benefit from structured support in planning and organizing their writing. In Middle and Upper School, SRSD helps students tackle more sophisticated writing tasks, such as constructing persuasive arguments, analyzing texts, and engaging in comparative essays. The focus on self-monitoring and revision encourages students to take ownership of their writing process and develop the critical skills needed for higher-level writing. The Writing Revolution (TWR) emphasizes clear, structured writing, helping students articulate their ideas with clarity and precision. At this stage, TWR is used to support students in writing across multiple genres, from narrative to expository and persuasive essays. The focus on sentence-level skills, paragraph development, and the organization of ideas prepares students for the analytical writing they will encounter in advanced ELA courses and other disciplines. Through these strategies, students learn to view writing as a process that includes brainstorming, outlining, drafting, and revising. Teachers provide personalized feedback at every stage, focusing on improving clarity, coherence, structure, and argumentation. This feedback is crucial in helping students refine their voice and style, ensuring that they can communicate their ideas effectively. Middle and Upper School students engage with a broad range of literature, including classic works, contemporary texts, and diverse voices from different cultural perspectives. This wide selection of texts encourages students to analyze complex themes, make connections between literature and real-world issues, and understand the broader social and historical contexts of the works they study. The curriculum emphasizes critical thinking and analytical skills as students are encouraged to delve deeper into the texts, examining not only the content but also the authors' stylistic choices and the cultural significance of their works. Whether discussing symbolism in classical literature or themes of identity and justice in contemporary novels, students learn to articulate nuanced arguments and support their ideas with textual evidence. Classes frequently include peer discussions and collaborative projects, where students share interpretations, debate ideas, and learn to appreciate diverse perspectives. This collaborative environment promotes communication skills and allows students to build confidence in articulating their thoughts both in writing and in oral presentations. To ensure that students can handle increasingly complex texts and assignments, the ELA curriculum is designed with scaffolding in mind. Teachers gradually increase the complexity of the tasks, allowing students to build both competence and confidence. Lessons start with guided practice, using tools like graphic organizers, planners, and outlining strategies to help students organize their thoughts and approach assignments systematically. Over time, as students gain mastery, they are given more independence in tackling challenging projects. Executive functioning skills, such as organization, time management, and goal-setting, are integrated into the ELA curriculum to help students manage their workload and develop effective study habits. Teachers model these skills in class and provide students with the resources they need to stay on track, including structured deadlines, feedback loops, and regular check-ins. These supports are essential for helping students balance multiple assignments and maintain focus on long-term projects. For students with diagnosed reading challenges, The Lang School continues to provide targeted interventions throughout Middle and Upper School. These interventions focus on reinforcing foundational skills, improving reading comprehension, and developing vocabulary to ensure that students can engage with more advanced texts. Teachers use assessments to identify specific areas where students may need additional support and provide individualized strategies to address these challenges. Students with reading difficulties may also work with learning specialists, who collaborate with ELA teachers to offer tailored reading instruction. This ensures that students with dyslexia or other language-based learning differences receive the support they need to access the curriculum and succeed alongside their peers. The Middle and Upper School ELA program integrates themes from other subjects, such as history, science, and art, to provide a cross-curricular learning experience. This interdisciplinary approach encourages students to draw connections between literature and broader cultural, scientific, and historical contexts. For example, when reading literature set in a particular historical period, students may also study the events of that time in their history classes, enriching their understanding of both subjects. This integration helps students see the relevance of their learning across disciplines and prepares them for the comparative frameworks they will encounter in upper-level courses. It also deepens their understanding of literature, fostering an appreciation for the ways in which art and culture intersect with societal issues. The Lang School’s ELA program also incorporates social-emotional learning (SEL), helping students connect with the texts they read on a personal level. Through literature, students explore complex emotions, ethical dilemmas, and diverse human experiences. This engagement not only develops their empathy but also enhances their ability to understand multiple perspectives and navigate social relationships. By examining characters' motivations, conflicts, and resolutions, students gain insight into their own emotional lives and the world around them. This reflective aspect of the ELA curriculum aligns with the school’s broader emphasis on supporting students’ social and emotional growth alongside their academic development. Many students have individualized learning plans that outline specific goals and strategies tailored to their unique needs. These plans are regularly reviewed and adjusted to ensure students receive the right level of challenge and support as they progress through the curriculum. Teachers work closely with learning specialists and other support staff to implement these plans, ensuring a comprehensive support system is in place. With regular check-ins and feedback, teachers continuously assess student progress and provide the scaffolding needed to tackle more challenging texts and writing tasks. This personalized approach helps students develop the skills and confidence needed to produce high-level work in their ELA classes and beyond. By emphasizing critical thinking, writing as a process, and collaborative learning, The Lang School’s Middle and Upper School ELA program equips students with the skills they need to excel academically and prepare for the future. The program’s integration of SRSD, The Writing Revolution, and other structured supports helps students master the complexities of writing, while the focus on cross-disciplinary connections and social-emotional growth provides a well-rounded education that fosters both intellectual and personal development. Ultimately, students graduate from The Lang School’s ELA program with the ability to engage deeply with complex texts, articulate their ideas clearly in both written and oral formats, and think critically about the world around them. These skills are essential for success in higher education and in life. Please see a sampling of ELA course descriptions below: Grades 1-2 Grades 3-4 Grade 5 Grades 6-7 8-12 Lit Seminar 8-12 Collegiate Seminar First and second graders continue to build their reading, writing, speaking, and listening skills. Students interact with a variety of text genres, including biography, historical fiction, journalism, poetry, and informational texts. Using The Writing Revolution, we emphasize writing in detail starting with the smallest building blocks and moving up to paragraphs. In this course, students will learn the foundational reading and spelling rules through explicit phonics instruction using The Wilson Reading Program. The Wilson Reading Program, based on the Orton-Gillingham approach, is a research based program that uses direct instruction to strengthen students’ foundational literacy skills. This structured, multisensory, research-backed method provides personalized instruction in reading and spelling. We use Project Based Learning to integrate real-life issues into class units. By the end of the course, students will be ready to move on to English Language Arts classes the following year. Key areas of writing focus include: Sentence Level Introduction Sentence Expansion and Note Taking The Single Paragraph Outline Further Developing Single Paragraph Responses Revising and Editing a Draft To be added Fifth graders continue to build their reading, writing, speaking, and listening skills. Students interact with a variety of text genres, including biography, historical fiction, journalism, poetry, and informational texts. We emphasize writing in detail starting with the smallest building blocks and moving up to longer essays and narrative pieces. In this course, students will practice civil discussion and productive collaboration with peers and members of the wider community. We use Project Based Learning to integrate real-life issues into class units. By the end of the course, students will be ready to move on to middle school level English Language Arts classes the following year. Key units include: Cryptids of New York City - Journalism, Eyewitness Accounts, and Ecosystems of NYC - Writing a Field Guide and Narrative Esperanza Rising and Human Rights - Writing to Persuade Promises to Keep: Jackie Robinson and Agents of Social Change - Writing a Biography Natural Disasters: Writing to Inform and Educate - Informational Booklets and Infographics Research: Writing to Learn and Share with Others - Slide Shows, Presentations, and Web Sites These dynamic and engaging middle school courses are designed to develop students' reading, writing, speaking, and listening skills. Through a diverse range of texts including novels, short stories, poetry, and non-fiction, students will explore various genres and themes. The courses emphasizes critical thinking, creativity, collaboration, and effective communication. Students will participate in discussions, collaborative projects, and individual assignments that encourage a deeper understanding of language and literature. By the end of this course, students will have enhanced their ability to analyze texts, construct well-supported arguments, and express their ideas clearly and confidently. By the end of this course, students will be well-prepared for the challenges of Upper School ELA, with a strong foundation in the skills necessary for academic success and lifelong learning. Overarching/Essential Question : How do our individual identities, relationships, and actions within our communities shape and drive change, belonging, and expression in the world around us? Course Objectives : Reading Comprehension and Analysis: Identify and analyze key themes, characters, and plot developments in various literary genres. Interpret figurative language, symbols, and imagery in poetry and prose. Develop strategies for understanding complex texts, including skimming, scanning, and close reading. Writing Skills: Write clear, coherent, and structured essays, including narrative, persuasive, and expository pieces. Use evidence from texts to support arguments and analyses in writing. Develop a strong writing process, including planning, drafting, revising, and editing. Vocabulary and Grammar: Expand vocabulary through reading, word study, and explicit instruction. Apply correct grammar, punctuation, and spelling in writing and speaking. Understand and use various sentence structures to enhance writing style. Speaking and Listening: Participate actively in class discussions, demonstrating respectful listening and constructive feedback. Deliver oral presentations with clarity, appropriate pacing, and effective use of visual aids. Collaborate with peers in group activities, fostering a supportive and productive learning environment. Critical Thinking: Evaluate and synthesize information from multiple sources to draw conclusions. Develop and articulate personal responses to literature, supported by textual evidence. Engage in reflective thinking about personal growth and learning in ELA. Media Literacy: Analyze the purpose, audience, and message of various media forms, including digital and print. Create multimedia projects that demonstrate an understanding of content and effective communication strategies. Understand ethical use of information and digital citizenship. The "Friendship, Identity, and Transformation Advanced Literature Seminar" delves into young adult friendships in literature, film, and culture to examine how identity is not a fixed entity but evolves over time and through different social contexts. The course privileges young adult protagonists navigating critical experiences–such as school and family life, growing up, coming out, moving from one place to another, and war. By engaging deeply with these texts, we uncover the multifaceted and often enigmatic nature of identity and transformation. Through critical discussions and analyses, students develop a nuanced understanding of how identity shapes and is shaped by the world around us. Overarching/Essential Questions: How is friendship a form of love? Are there nuanced habits of love that don’t have words (in English)? What are macro types of friendship? What are more granular types of friendships? What are friendship types you notice, wonder, or are curious about? Identity: Static or Dynamic? What philosophical, psychological, and sociological ideas about identity can help us explore whether the self is static or constantly changing? How do these ideas influence our understanding of personal growth and transformation? Friendship Between Boys/Girls: How can friendships between boys/girls be explored in ways that avoid stereotypes and embrace complexity? What aspects of intimacy and love are crucial in these friendships, and how do they affect one's sense of self regardless of sexuality? Using a Critical Lens: What is a critical lens, and how can it be used to analyze texts? How can a "friendship" lens be useful when exploring traditional literary devices and historical frameworks (e.g., feminist readings, queer studies, new criticism, historical-critical methods)? Friendships in Crisis: How do friendships change during war, societal upheaval, and human migration? How do these crises impact both individual friendships and societal cohesion? Flourishing Creative Friendships: How can creative friendships flourish, and what conditions support their growth? Ecology of Friendship: What is an ecology of friendship, and how can it help us understand how adolescents form bonds in supportive and hostile environments? How can this understanding contribute to social change? Diverse Representations of Adolescents: How are adolescents represented in literature, media, film, and culture, both in contemporary contexts and throughout history? What are the gaps in these representations, and how do they impact our understanding of adolescence? Course Objectives: Writing Students will be able to provide multiple ways to showcase writing skills–in both informal writing, such as creative writing and Cornell note-taking, and more formal MLA-style academic research projects. Students will be able to integrate evidence into literary analysis and apply a critical lens to a text. Students will be able to write recursively, refining their work as necessary, and take advantage of peer review. Reading Students will be able to get their “fingerprints all over a text,” including annotating, and close reading, to observe how authors use literary elements and devices to treat the theme of identity and transformation. Students will be able to understand, explain, and use multiple critical lenses to read texts with an ear to critical thinking and deeper analysis. Students will be able to marshal a wide range of literary tools, including symbolism, allusion, metaphor, theme, character, metonymy, allegory, and other techniques, to think "like an English professor"! Speaking & Listening Students will be able to come to discussions prepared, having read the required texts, and explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Students will be able to propel conversations forward by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Students will be able to conduct extemporaneous speaking and accountable talk, including discussions about “hard topics” requiring mindfulness, encouraging the use of academic vocabulary, empathy, and consideration of others’ point of views. Philosophy in Literature “The unexamined life is not worth living for a human being” –Plato (via Socrates) “‘To Be Is To Do’; ‘To Do Is To Be’; ‘Do Be Do Be Do’” – Socrates, Jean-Paul Sartre, and Frank Sinatra This course explores the profound and often perplexing intersection between philosophical inquiry and literary expression. We immerse ourselves in the rich dialogue between fiction and philosophy, examining how literature not only reflects philosophical thought but also challenges and extends it. We grapple with questions that have puzzled thinkers for centuries, using literature as our primary lens. Is philosophy merely a pursuit of abstract concepts, or does it come alive in the stories we tell and the characters we encounter? Through a diverse selection of novels, film, short stories, poetry, and essays, we explore themes such as the nature of the self, the pursuit of the good life, the existence of evil, and the quest for knowledge. This course is designed to privilege the adolescent-philosopher experience, encouraging you to engage deeply with the texts and with each other as we navigate through meaningful discussions on ethics, identity, beauty, and the human condition. Expect to encounter a mix of vexing, fun, irritating, and illuminating thought experiments that will challenge your assumptions and expand your understanding. Overarching/Essential Questions: What is philosophy, and how does it shape the foundation of our thinking? How can we define philosophy, and in what ways does it inform our understanding of ourselves and the world? What does it mean to live an examined life? How does the concept of the "examined life" influence our pursuit of wisdom and self-understanding? What is the nature of the good? Is the good something we should aspire to, or is it a more complex concept that challenges our understanding of morality? What is the self? How do literature and philosophy explore the nature of identity and the concept of the self? What is the problem of evil? Why do bad things happen, and how do different philosophical perspectives address the existence of evil? What is beauty, and how do we make aesthetic judgments? What role does beauty play in our lives, and how do we determine what is beautiful? What is knowledge, and what are its limitations? What can we know, and how do literature and philosophy examine the boundaries of human knowledge? What is Being, and why is there something rather than nothing? How do literary works engage with the concept of existence and the fundamental question of why anything exists at all? Course Objectives: Writing Students will be able to provide multiple ways to showcase writing skills–in both informal writing, such as creative writing and Cornell note-taking, and more formal MLA-style academic research projects. Students will be able to integrate evidence into literary analysis and apply a critical lens to a text. Students will be able to write recursively, refining their work as necessary, and take advantage of peer review. Reading Students will be able to get their “fingerprints all over a text,” including annotating, and close reading, to observe how authors use literary elements and devices to treat philosophical themes. Students will be able to understand, explain, and use multiple critical lenses to read texts with an ear to critical thinking and deeper analysis. Students will be able to marshal a wide range of literary tools, including symbolism, allusion, metaphor, theme, character, metonymy, allegory, and other techniques, to think "like an English professor"! Speaking & Listening Students will be able to come to discussions prepared, having read the required texts, and explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Students will be able to propel conversations forward by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Students will be able to conduct extemporaneous speaking and accountable talk, including discussions about “hard topics” requiring mindfulness, encouraging the use of academic vocabulary, empathy, and consideration of others’ point of views. RETURN TO THE TOP OF THE PAGE Social Studies & History OVERVIEW LOWER SCHOOL MIDDLE/UPPER SCHOOL Social Studies & History are designed to foster a deep understanding of the past, present, and future through the exploration of diverse perspectives, critical inquiry, and engaged citizenship. Grounded in the belief that history is not only a record of the past but also a lens through which to view the complexities of the present, we strive to empower students to become informed, empathetic, and active participants in society. Our dedicated team of educators is committed to providing students with a comprehensive and interdisciplinary curriculum that integrates historical content, geographic knowledge, and social sciences. Through inquiry-based learning experiences, primary source analysis, and project-based assessments, we encourage students to question, analyze, and interpret historical events and social phenomena. By examining issues of power, privilege, and justice, we aim to cultivate students' critical thinking skills and equip them with the tools to engage in meaningful dialogue and action around pressing social issues. Through experiential learning opportunities, community partnerships, and digital resources, we seek to inspire students to become lifelong learners and responsible global citizens who contribute positively to their communities and the world at large. Our social studies program is designed to foster critical thinking, interdisciplinary learning, and intellectual curiosity in young learners. This curriculum is closely integrated with the English Language Arts (ELA) program, allowing students to explore social studies topics through a rich blend of reading, writing, and discussion. This approach ensures that students engage with historical and social concepts in a meaningful way while developing their literacy skills. Lower School students explore a variety of subjects such as history, geography, civics, and cultures from around the world. Through this curriculum, they learn to analyze and question the claims made about historical events, social movements, and the development of civilizations. The goal is to cultivate an understanding of how perspectives shape narratives and to teach students to evaluate sources of information critically. As part of their preparation for the comparative frameworks emphasized in the MIddle and Upper School, students in the Lower School begin to develop the skills necessary for comparing different societies, time periods, and perspectives. By integrating ELA with social studies, students practice reading and writing as tools for expressing their understanding of the world around them. This interdisciplinary approach encourages students to think broadly and deeply about the subjects they study, making connections between historical facts and contemporary issues. Our Middle and Upper School social studies program is designed to provide students with a deep, comparative understanding of history, emphasizing the development of critical thinking, research skills, and the ability to analyze complex social dynamics across time and place. At this stage, the curriculum shifts from the foundational skills developed in the lower school to a broader, more sophisticated exploration of historical trends and social evolution. In middle school, students begin to explore major historical periods, examining how diverse societies have developed from the earliest human civilizations to more recent historical contexts. The emphasis is on understanding larger historical trends, such as the transition from hunter-gatherer societies to agricultural and industrial civilizations, and how technological, cultural, and environmental changes have shaped human progress. Students engage in comparative history, analyzing how different social, economic, and political conditions influenced the outcomes of civilizations in various regions of the world. This comparative approach encourages students to see both the commonalities and divergences in human experience, cultivating a nuanced understanding of why societies evolved differently in response to similar challenges or influences. Middle school students begin honing their research skills by investigating primary and secondary sources and learning how to synthesize information into coherent arguments. In Upper School, the curriculum builds upon the analytical framework established in the Middle School, taking a grand, overarching view of human history. Students study key moments of historical change, from the rise and fall of empires to the impacts of colonialism, revolution, and globalization. They also explore how technological, economic, and ideological shifts have shaped modern society, with a focus on themes such as social justice, governance, and human rights. Our Upper School history curriculum emphasizes comparative history at an advanced level, encouraging students to research and compare different regions and time periods to understand how social conditions influenced similar or diverging outcomes. For instance, students might compare the development of political systems in Europe and Asia, or analyze the impact of industrialization in different parts of the world. This comparative framework helps students see the interconnectedness of global history while gaining insight into the forces that have shaped today’s world. Research and independent study play a significant role in Upper School history classes, as students are expected to engage in deeper, more sustained inquiry. They learn advanced research methodologies, critically evaluate historical claims, and produce scholarly work that demonstrates their ability to compare and contrast historical trends. Through essay writing, presentations, and discussions, students are prepared for the rigors of college-level history and social studies. The social studies program in middle and upper school is strongly interdisciplinary, incorporating elements from economics, sociology, anthropology, and political science. Students are encouraged to draw connections between history and contemporary issues, reflecting on how historical patterns continue to influence modern society. By integrating these disciplines, the program nurtures well-rounded critical thinkers who can approach complex global challenges with a nuanced, historically informed perspective. Please see a sampling of social studies/history course descriptions below: Grades 1-2 Grades 3-4 Grade 5 Grades 6-7 Grade 8 Global History 1 Global History 2 Participation in Government In social studies, first and second graders embark on an exciting journey to discover the people, places, and events that shape our communities and the world around us. This engaging social studies course is designed to spark curiosity and foster a sense of belonging and understanding. Key topics include: Community Continents, Counties, and Maps Early Civilizations of America Early Explorers and Settlers From Colonies to Independence Revisiting Community: Reflecting on Our Year To be added Fifth graders investigate major trends in World History through the Renaissance. Students, read, write and discuss events and patterns of human behavior in the past which still influence our world today. We also create artifacts to better understand how many of the important objects in our focus countries were built and used. By the end of the course, students will be ready for further studies in history at the middle school level. Key units include: Maya, Inca, and Aztec Age of Exploration The Renaissance Elizabethan England Russia Under the Tsars Feudal Japan Middle school historians survey American history, from its pre-colonial origins through the present day. Using a multi-modal approach, students will investigate the historical factors that have shaped the complex identity of the United States, and how this identity has evolved over time. Relying heavily on primary sources, students engage in nuanced discussions to analyze how critical events are remembered and interpreted by different identities. Students learn and practice the skills needed to succeed in a gifted high school history class, including note-taking, primary source analysis, argumentative writing, and academic discussion. Overarching/Essential Questions: How has America’s identity evolved over time? What political, economic, social, and environmental factors have contributed to America’s identity? How has America’s role on the global stage evolved over time? How has America addressed, or not addressed, the needs of marginalized identities? Course Objectives: Content Knowledge: Understand key events, figures, and movements in American history from pre-colonial times to the present day. Identify and analyze significant primary and secondary sources related to American history. Describe the social, political, economic, and cultural changes that have shaped American society over time. Explain the causes and consequences of major historical events and developments in American history. Critical Thinking Skills: Analyze historical evidence critically to evaluate its reliability, validity, and significance. Compare and contrast different historical perspectives and interpretations of events. Formulate historical questions and hypotheses based on evidence and reasoned arguments. Apply historical thinking skills, such as chronological reasoning, causation, and continuity/change over time, to interpret historical developments. Historical Empathy and Perspective-Taking: Understand and appreciate diverse historical perspectives, including those of marginalized groups and individuals. Recognize the complexities of historical events and decisions from the perspectives of people living in different historical contexts. Demonstrate empathy and understanding towards historical figures and groups by considering the constraints and opportunities they faced. Communication Skills: Present historical arguments and analyses clearly and persuasively in both oral and written forms. Engage in respectful and constructive discussions about historical issues and debates. Use appropriate historical terminology and concepts effectively to communicate understanding. Research and Inquiry Skills: Conduct independent research using a variety of primary and secondary sources. Evaluate the credibility, bias, and relevance of sources in historical research. Synthesize information from multiple sources to develop coherent and well-supported historical interpretations. Civic and Ethical Responsibilities: Understand the rights and responsibilities of citizens in a democratic society based on historical precedents. Recognize and reflect on ethical issues in historical contexts, such as justice, equality, and human rights. Appreciate the role of informed and engaged citizenship in shaping the future based on lessons from the past. This Advanced American History course serves as a survey of the history of the United States from its First Nations beginnings, European Colonialism, Slavery, Revolutionary War, the expansion within the continental United States, the Imperialistic views of the world, the World Wars, Cold War, and onward to modern history. This course comprehensively explores the United States' rich and complex past, focusing on its transformation from colonial roots to a modern, diverse nation. Students analyze pivotal events, social movements, and the evolving political landscape, fostering a deep understanding of the American story. Students develop and use the necessary skills and methods historians use by analyzing primary and secondary sources, implementing historical arguments, discovering the connections within history, and utilizing reasoning about comparison, causation, continuity and change. This course examines American History through the lens of one or more themes in each unit: American and National Identity; Work, Exchange, and Technology; Geography and the Environment; Migration and Settlement; Politics and Power; America in the World; American and Regional Culture; and Social Structures. We trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout the United States and World history. This course empowers students to become more informed and critically engage with their nation's past and present. The course also encourages social-emotional growth and the development of essential executive functioning skills necessary for success in a diverse and evolving society. Overarching/Essential Questions: 1. How has American identity changed, and what forces shaped it? 2. How has internal and external conflict shaped and developed the United States? 3. How have the ideals of liberty, equality, and justice been interpreted and redefined throughout American history? Learning Outcomes: Students will investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to study U.S. history. Develop knowledge of historical content through the application of thematic learning objectives. Explore and interpret a variety of primary sources and secondary texts related to US History. Learning Objectives: 1. Students will analyze and interpret historical events, primary sources, and cultural artifacts. 2. Students will explain the significance of key historical figures, movements, and periods. 3. Students will recognize the impact of globalization on contemporary society. 4. Students will develop strong research, critical thinking, and communication skills. 5. Students will formulate connections between past and present, fostering a global perspective. Global History 1 is a course that cultivates an understanding of world history from humanity's earliest beginnings in the Paleolithic and Neolithic Eras to the beginnings of the Industrial Age of the 1750s. Students develop and use the necessary skills and methods historians use by analyzing primary and secondary sources, implementing historical arguments, discovering the connections within history, and utilizing reasoning about comparison, causation, continuity and change. Students examine World History through the lens of one or more themes in each unit: Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organizations, and Technology and Innovation. Students trace these themes throughout the semester, emphasizing their interconnectedness and effect on shaping changes throughout World History. This course aims to cultivate well-rounded, informed, and socially aware historians by equipping them with the needed skills to navigate a complex, interconnected world. Overarching/Essential Questions: 1. Throughout history, how have societies evolved and interacted to lead to our current interconnected world? 2. What are universal themes found throughout history - how do these themes reflect the human experience? 3. How do geography, culture, and individual agency shape and mold historical events? Course Outcomes: By the end of this course, students will be able to: Investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to studying World History. Develop knowledge of historical content through the application of thematic learning objectives. It builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Course Objectives: 1. Students will analyze and interpret historical events, primary sources, and cultural artifacts. 2. Students will explain the significance of key historical figures, movements, and periods. 3. Students will recognize the impact of globalization on contemporary society. 4. Students will develop strong research, critical thinking, and communication skills. 5. Students will formulate connections between past and present, fostering a global perspective. Global History II serves as a college-level survey of the history of the modern world. Students cultivate an understanding of World History by delving into the profound changes occurring due to the Industrial Age that shaped the contemporary world. Students further investigate how events from the past historical events led to the complex world we live in today. Students develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implementing historical arguments, discovering the connections within history, and utilizing reasoning about comparison, causation, and continuity and change. This course examines World History through the lens of one or more themes in each unit: Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organizations, and Technology and Innovation. We trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout World History. Students become empowered, informed global citizens capable of understanding, critically assessing, and participating in the complex dynamics of the modern world. It encourages social-emotional growth and the development of essential executive functioning skills for success in an interconnected global society. Overarching/Essential Questions: 1. How have world events and movements influenced the development of today's world? 2. How do historical conflicts, revolutions, and innovations impact the decisions made by contemporary leaders? 3. How do innovations affect how we produce, exchange, and consume goods and services? 3. How does history inform our understanding of contemporary global issues and our role in a rapidly changing world? Learning Outcomes: Students will investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to studying World History. Develop knowledge of historical content through the application of thematic learning objectives. It builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Explore and interpret a variety of primary sources and secondary texts related to World History. Learning Objectives: 1. Students will analyze and interpret historical events, primary sources, and cultural artifacts. 2. Students will explain the significance of key historical figures, movements, and periods. 3. Students will recognize the impact of globalization on contemporary society. 4. Students will develop strong research, critical thinking, and communication skills. 5. Students will formulate connections between past and present, fostering a global perspective. The Participation in Government course seeks to empower students with the various skills and knowledge needed to actively participate in the American democratic process by providing an understanding of government structures and civic responsibilities. Students examine the history of the American government, its evolution, and the contemporary issues faced within our current period. Overarching/Essential Questions: 1. How can informed and active citizen participation impact our democracy? 2. What are government roles, responsibilities, and limitations at various levels? 3. How can students translate civic knowledge into effective civic action? Learning Outcomes: The Participation in Government course intends to prepare students to be active contributors within a democratic society. Its key aspects include promoting skills so students can stay informed, engaged, and responsible citizens. Learning Objectives: 1. Students will understand the structures and functions of the American government at the federal, state, and local levels. 2. Students will develop critical thinking skills through analyzing policies, decisions, and current events. 3. Students will debate thoughtfully about current issues individually and within groups. 4. Students will understand the roles of American citizens—this course seeks to help students exercise their rights and responsibilities. RETURN TO THE TOP OF THE PAGE Mathematics OVERVIEW LOWER SCHOOL UPPER/MIDDLE SCHOOL Our mathematics program seeks to foster a deep understanding and appreciation of mathematics while empowering students to become confident problem solvers and critical thinkers. Through innovative and differentiated instruction, we aim to meet the diverse learning needs of our students and cultivate a growth mindset that promotes perseverance and resilience in the face of mathematical challenges. Our dedicated team of educators utilizes research-based teaching practices and instructional strategies to create a supportive and engaging learning environment where students can explore mathematical concepts, make meaningful connections, and develop essential skills for success in school and beyond. With a focus on inquiry-based learning and real-world applications, we inspire students to see the beauty and relevance of mathematics in their everyday lives and encourage them to pursue their interests and passions in the field. By fostering a collaborative and inclusive learning community, we aim to empower all students to reach their full potential and become lifelong learners and problem solvers in an ever-changing world. The Lower School mathematics program is built on a strong foundation, emphasizing deep conceptual understanding and critical thinking. The primary curriculum used is Singapore Math through the Math in Focus program, which offers a comprehensive, rigorous approach to mathematics education. Unlike methods that focus on rote memorization or applying algorithms, Singapore Math emphasizes understanding the why behind mathematical concepts, treating math as an independent, stand-alone discipline. The Singapore Math approach is grounded in a three-step process that guides students through a natural progression of learning: Concrete: In the early stages of learning, students engage with physical objects (manipulatives) to understand mathematical concepts in a tangible way. For example, using blocks to represent numbers or counting objects to grasp addition and subtraction. Pictorial: Once students are comfortable with the concrete, they transition to representing these concepts visually, using diagrams, drawings, and models. This step helps students build a mental image of mathematical processes and bridges the gap between physical and abstract thinking. Abstract: Finally, students move to the symbolic representation of math, working with numbers, equations, and formulas to solve problems without the need for physical or visual aids. By this stage, students have a deeper understanding of the math concepts and are able to manipulate numbers and symbols with confidence. This scaffolded learning model ensures that students develop a thorough understanding of mathematical principles, rather than just learning procedures. The goal is to foster both competence and confidence in math, allowing students to tackle complex problems with a firm conceptual grounding. In addition to Singapore Math, The Lang School complements the curriculum with the TERC Investigations program, which focuses on active, hands-on problem-solving. This program supports inquiry-based learning, where students are encouraged to explore mathematical concepts through experimentation, group work, and interactive activities. TERC Investigations allows students to approach math from different angles, applying their conceptual knowledge to real-world problems and open-ended tasks. This hands-on approach encourages students to see math not only as a series of numbers and equations but as a dynamic subject that can be explored and applied in everyday situations. It also helps students build collaboration and communication skills, as they work with peers to solve complex problems. In order to ensure that students are progressing according to their abilities and developmental stages, math skills are assessed twice yearly using the Measures of Academic Progress (MAP) testing program. This norm-referenced assessment provides teachers and administrators with detailed insights into each student’s strengths and areas for improvement, allowing for personalized instruction that meets individual learning needs. MAP assessments are adaptive, meaning that the difficulty of questions adjusts according to the student’s responses, offering a clear picture of their true mathematical ability. The data from these assessments is used to tailor instruction, identify areas where additional support is needed, and accelerate learning for students who are ready for more advanced challenges. At The Lang School, mathematics is viewed not merely as a tool for solving practical problems, but as a subject that builds critical thinking, logical reasoning, and creativity. By focusing on the conceptual underpinnings of math, students develop a deeper appreciation for the subject as a system of knowledge that extends beyond algorithms and formulas. This approach encourages students to see themselves as mathematicians, capable of exploring and understanding the world through a mathematical lens. This approach prepares them not only for future math challenges but also for a lifetime of analytical thinking and problem-solving. Our Middle and Upper school mathematics program is designed to provide students with a rigorous and comprehensive mathematical education, using the Core Connections series from College Preparatory Mathematics (CPM). This curriculum is aligned with the school’s emphasis on developing deep conceptual understanding, critical thinking, and problem-solving skills across all subject areas. The Core Connections series offers a progressive approach to learning mathematics, moving students through increasingly complex topics as they advance from middle school to upper school. The curriculum emphasizes collaborative learning, conceptual understanding, and application of mathematics to real-world problems. It also focuses on developing students' problem-solving abilities, encouraging them to approach math as a process of inquiry, reasoning, and discovery rather than simply a set of procedures to memorize. The program covers a wide range of mathematical topics, with students typically following this sequence of courses, depending on their proficiency level: Pre-Algebra, Algebra, Geometry, Pre-Calculus, Calculus. One of the hallmarks of the CPM Core Connections program is its collaborative learning model. Students are encouraged to work together in small groups to solve challenging problems, discuss different approaches, and justify their reasoning. This interactive, discussion-based environment fosters a deeper understanding of math concepts and helps students develop communication and teamwork skills—qualities essential for both academic and real-world success. CPM also uses an inquiry-based approach, where students actively engage with problems and are guided to discover solutions through exploration and investigation. This helps students build resilience in facing difficult mathematical challenges and develop the ability to think critically and creatively. For students who demonstrate advanced mathematical ability and a desire to delve deeper into specialized topics, The Lang School offers individualized instruction that goes beyond the standard curriculum. These students receive personalized attention to explore more advanced and diverse branches of mathematics, including: Game Theory: Analyzing strategic decision-making, often applied to economics, politics, and social sciences, where students learn about competitive scenarios and optimal strategies. Topology: A branch of mathematics that studies the properties of space and shapes that are preserved under continuous transformations. It helps students understand abstract mathematical concepts and is connected to many areas of advanced mathematics and theoretical physics. Combinatorics: The study of counting, combinations, and permutations, combinatorics plays a crucial role in areas such as probability, computer science, and optimization. This individualized approach allows The Lang School’s most advanced students to explore topics typically reserved for higher education, nurturing their intellectual curiosity and preparing them for careers in mathematics, science, technology, and other quantitative fields. As in the lower school, middle and upper school students’ math proficiency is regularly assessed using the MAP (Measures of Academic Progress) testing program. This helps track each student's progress and provides valuable data to ensure that instruction is appropriately challenging and supportive. Additionally, teachers use formative assessments, quizzes, and project-based evaluations to monitor and reinforce learning throughout the year. By the time students complete the upper school mathematics sequence, they are well-prepared for college-level math courses and equipped with the critical thinking and analytical skills needed to succeed in a wide range of academic disciplines and careers. The program not only builds technical proficiency but also fosters a mindset of inquiry, problem-solving, and intellectual resilience. Our Middle and Upper school math program offers a robust and flexible curriculum that balances core mathematical knowledge with opportunities for advanced exploration. Through the Core Connections series and individualized instruction, students develop a deep conceptual understanding of mathematics, preparing them for future academic and professional success. Please see a sampling of math course descriptions below: Grades 1-2 Grades 3-4 Grade 5 Pre-Algebra Algebra Geometry Pre-Calculus Calculus I Calculus II The First and Second Grade Math course is designed to introduce young learners to foundational mathematical concepts and develop their problem-solving skills. Through hands-on activities, games, and real-world applications, students will develop a strong number sense, critical thinking abilities, and a solid foundation for future mathematical learning. In this course, we utilize different types of math blocks to engage and challenge students. Our focus is on developing critical thinking and problem-solving skills, with many opportunities for group work and class discussions. We integrate practical math applications into our units. By the end of the course, students will be prepared to apply their math knowledge as they transition to the next grade. Key units include: Number Sense Introduction to Place Value Understanding Addition and Subtraction Contexts for Learning: The T-Shirt Factory Measurement, Money, and Data To be added In 5th grade math, students engage in hands-on activities that explore key concepts like fractions, decimals, geometry, and data analysis. They tackle real-world problems through interactive lessons, puzzles, and model-building. Our focus is on developing critical thinking and problem-solving skills, with many opportunities for group work and class discussions. We integrate practical math applications into our units. By the end of the course, students are prepared to apply their math knowledge as they transition to middle school. Key units include: Operations with Whole numbers and Place Value Operations with Fractions Operations with Decimals Geometry Data Analysis In this 2-year course, students strengthen their foundational math skills, such as working with integers, fractions, and decimals, and begin to explore variables, expressions, and basic equations. Pre-Algebra prepares students for the more abstract concepts introduced in Algebra. On a daily basis, students use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Under teacher guidance, students learn in collaboration with others while sharing information, expertise, and ideas. The course helps students to develop multiple strategies to solve problems and to recognize the connections between concepts. Upon completion of this course, students should be able to: Use integers and complete operations with integers and rational numbers, including using the Order of Operations. Use diagrams and equal ratios to represent part-whole relationships. Use percents and scale factors to determine percent increase or decrease, discounts, and markups. Use variable expressions to represent quantities in contextual problems. Simplify variable expressions by combining like terms and using the Distributive Property. Solve linear equations, including those with fractional coefficients and those with no solutions or infinitely many solutions. Solve and graph one-variable inequalities. Compare experimental and theoretical probabilities. Distinguish between dependent and independent events and calculate the probability of compound independent events. Represent probabilities of multiple events using systemic lists, area models, or tree diagrams. Design, conduct, and analyze surveys. Collect and compare data and describe the distribution of sets of data. Solve distance, rate, and time problems. Compare ratios and calculate unit rates. Recognize and solve problems involving proportional relationships. Recognize and use the properties of similar figures and scale factors to solve problems. Describe angles, angle pairs, and their measures. Compute area and perimeter of standard and compound shapes. Compute the volume of a variety of solids. Solve contextual word problems using multiple strategies, including making tables, looking for patterns, drawing diagrams, and creating a table of guesses to assist with writing and solving a variable equation. Represent data using scatterplots and describe associations. Collect and analyze data and make predictions based on the trend of the data. Recognize and solve problems involving proportional relationships. Students dive deeper into the world of equations, functions, and inequalities, learning to solve linear, quadratic, and exponential equations. Algebra serves as a gateway to higher-level mathematics by establishing critical skills in logical thinking, problem-solving, and symbolic manipulation. Algebra aims to deepen and extend student understanding built in previous courses by focusing on developing fluency with solving linear equations, inequalities, and systems. These skills are extended to solving quadratic equations, exploring linear, quadratic, and exponential functions graphically, numerically, symbolically, and as sequences, and by using regression techniques to analyze the fit of models to distributions of data. On a daily basis, students in Algebra use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Under teacher guidance, students learn in collaboration with others while sharing information, expertise, and ideas. The course is well balanced among procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (extension and application). Key concepts addressed in this course are: Representations of linear, quadratic, and exponential relationships using graphs, tables, equations, and contexts. Symbolic manipulation of expressions in order to solve problems, such as factoring, distributing, multiplying polynomials, expanding exponential expressions, etc. Analysis of the slope of a line multiple ways, including graphically, numerically, contextually (as a rate of change), and algebraically. Solving equations and inequalities using a variety of strategies, including rewriting (such as factoring, distributing, or completing the square), undoing (such as extracting the square root or subtracting a term from both sides of an equation), and looking inside (such as determining the possible values of the argument of an absolute value expression). Solving systems of two equations and inequalities with two variables using a variety of strategies, both graphically and algebraically. Representations of arithmetic and geometric sequences, including tables, graphs, and explicit or recursive formulas. Use of exponential models to solve problems, and to compare to linear models. Investigation of a variety of functions including square root, cube root, absolute value, piecewise-defined, step, and simple inverse functions. Use of function notation. Statistical analysis of two-variable data, including determining regression lines, correlation coefficients, and creating residual plots. The differences between association and causation, and interpretation of correlation in context. Comparison of distributions of one-variable data. Geometry focuses on the study of shapes, angles, lines, and the properties of space. Students learn to reason deductively, develop proofs, and understand the relationships between different geometric figures. The course also integrates algebraic concepts to enhance students' overall mathematical fluency. Geometry aims to formalize and extend the geometry that students have learned in previous courses. It does this by focusing on establishing triangle congruence criteria using rigid motions and formal constructions and building a formal understanding of similarity based on dilations and proportional reasoning. It also helps students develop the concepts of formal proof, explore the properties of two- and three-dimensional objects, work within the rectangular coordinate system to verify geometric relationships and prove basic theorems about circles. Students also use the language of set theory to compute and interpret probabilities for compound events. On a daily basis, students in Geometry use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Students learn in collaboration with others while sharing information, expertise, and ideas. The course is well balanced between procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (extension and transference). Key concepts addressed in this course are: Geometric transformations (reflection, rotation, translation, dilation) and symmetry. Relationships between figures (such as similarity and congruence) in terms of rigid motions and similarity transformations. Properties of plane figures. Proofs of geometric theorems (investigating patterns to make conjectures, and formally proving them). - Using coordinates to prove geometric theorems. Modeling with geometry. Measurements of plane figures (such as area, perimeter, and angle measure). Theorems about circles, including arc lengths and areas of sectors. Measurements of three-dimensional solids (such as volume and surface area). Tools for analyzing and measuring right triangles, general triangles, and complex shapes (such as the Pythagorean Theorem, trigonometric ratios, and the Laws of Sines and Cosines). Geometric constructions (with compass and straightedge). Using algebra to formulate and solve equations arising from geometric situations. Probability (independence and conditional probability, compound events, expected value, and permutations and combinations). Pre-Calculus serves as a bridge to calculus, combining advanced algebra, trigonometry, and analytic geometry. Students work with complex functions, sequences, and series, preparing them for the rigorous problem-solving and analytical skills required in calculus. Precalculus includes an introduction to calculus with functions, graphs, limits, area under a curve, and rates of change. On a daily basis, students work collaboratively with others as they use problem-solving strategies, complete investigations, gather evidence, critically analyze results, and communicate clear and effective arguments while justifying their thinking. The course is well balanced among procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (application and extension). With the emergence of new technology, many lessons have moved beyond a traditional handheld device and are written with Desmos eTools as an integral component. The curriculum contains several key labs and hands-on activities throughout the course to introduce and connect concepts, with an emphasis on modeling. The course starts with lessons that introduce the following big ideas of the course: functions, trigonometry, modeling, algebraic manipulation, rates of change, and area under a curve. Each of these major topics reemerges later in the course for students to revisit using new knowledge. For instance, the spring lab introduces modeling with mathematics, teamwork, and periodic functions early in the course. Then it is revisited two more times, connecting the situation to exponential decay and writing equations of trigonometric functions. The dirt bike course introduces area under a curve, optimization, and piecewise functions. This situation reemerges connected to instantaneous rates of change. In this advanced course, students explore limits, derivatives, integrals, and the fundamental theorems of calculus. The course provides a deep understanding of change, motion, and rates, allowing students to model and solve problems in fields such as physics, economics, and engineering. Calculus covers all content required for the AP® Calculus Test - both AB and BC. The course starts with five major problems that introduce the following big ideas of calculus: optimization, limits, differential equations, exponential functions, the relationship between distance and velocity, piecewise functions, volumes of revolution, volumes by slicing, and the Fundamental Theorem of Calculus. Each of these five major problems is revisited again later in the course for students to solve using new calculus knowledge. We review the concepts developed previously and build on them. The curriculum contains several key labs and hands-on activities throughout the course to introduce concepts, such as when students recognize that the rate of a walker relates to the slope of a graph in the "Slope Walk." Labs also develop conceptual understanding, such as when the students discover instantaneous velocity in the "Ramp Lab." Students learn about derivatives and integrals simultaneously during the first four chapters and both are presented geometrically and in context. The first four units cover: Pre-calculus topics, such as trigonometric functions, domain and range, and composite functions Limits and continuity Applications of rates of change, such as velocity and acceleration The difference between average velocity and instantaneous velocity The definition of a derivative and the Power Rule Slope Functions - functions that find the slope of another function for all values in the domain Differentiability and non-differentiability Increasing and decreasing functions and concavity Estimating the area under a curve with a Riemann Sum Area functions - functions that find the area under a curve from 0 to all values in the domain The fifth unit connects derivatives and integrals together with the Fundamental Theorem. Units six through nine cover: How to find the distance, velocity and acceleration of an object when given information about its position, velocity or acceleration Optimization Related Rates Derivative tools such as the Product, Quotient and Chain Rules, as well as implicit differentiation and finding derivatives of all trigonometric and inverse trigonometric functions The derivative and integral of the natural logarithm and y = ex The Mean Value Theorem Integration using Substitution Differential Equations and Slope Fields Volumes of Revolutions and volumes of known cross-section Material required for the BC Calculus Exam is introduced throughout the course in optional extensions of units 5 - 9. These topics include: Newton's Method l'Hopital's Rule Improper Integrals, as well as integrating with partial fractions and integrating by parts Arclength Units ten through thirteen cover additional BC Calculus content, including: Convergence and divergence of infinite series Differentiation and integration of polar functions, as well as parametric functions and vector functions Logistic Curves Approximating functions with polynomials Taylor and Maclaurin Polynomials, as well as the error RETURN TO THE TOP OF THE PAGE Science OVERVIEW LOWER SCHOOL MIDDLE/UPPER SCHOOL At The Lang School, the scientific inquiry is dedicated to nurturing a lifelong passion for discovery and inquiry in our students. Grounded in an understanding of neurodiversity and the unique needs of our learners, our mission is to cultivate critical thinking, problem-solving skills, and a profound appreciation for the natural world. We believe that science is not just a body of knowledge but a way of understanding the world through observation, experimentation, and evidence-based reasoning. Our approach to teaching science is driven by curiosity and phenomena-based learning. We create an inclusive and supportive environment where students feel empowered to explore, ask questions, and seek answers through hands-on experiments and collaborative projects. Our pedagogical practices emphasize the development of core science skills, such as formulating hypotheses, designing and conducting experiments, analyzing data, and communicating findings effectively. We prioritize differentiated instruction and personalized learning experiences to meet the diverse needs of our students. By integrating interdisciplinary connections and real-world applications, we help students see the relevance of science in their everyday lives and inspire them to become informed and engaged citizens. Through ongoing assessment and reflection, we continuously adapt our teaching strategies to ensure that all students can thrive. Our ultimate goal is to equip students with the scientific literacy and critical thinking skills necessary to navigate and contribute to an increasingly complex and interconnected world. At The Lang School, the Lower School science program follows a spiraling curriculum, where core scientific concepts are revisited and deepened over time. This approach allows students to build a strong foundation in key scientific disciplines—life sciences, earth sciences, physical sciences, and environmental studies—while gradually advancing in complexity as they progress through the grades. The spiraling structure ensures that students are consistently reinforcing previous knowledge while integrating new information and skills, fostering long-term retention and a deeper understanding of scientific principles. In the Lower School, students are immersed in phenomena-based learning, which encourages them to explore scientific questions by investigating real-world occurrences. Through observation and experimentation, students engage with tangible phenomena—such as plant growth, weather patterns, magnetism, or the states of matter—sparking curiosity and a desire to uncover the underlying science behind these everyday experiences. This inquiry-driven model aligns with our philosophy that science is not simply a body of knowledge but a method of understanding the world. Hands-on, experiential learning is a central component of the science program. Students participate in lab experiments, field studies, and collaborative projects, which allow them to actively engage in the scientific process. By working with concrete materials, observing live phenomena, and collecting data, students experience the process of discovery firsthand. These activities help them develop essential skills such as formulating hypotheses, designing and conducting experiments, collecting and analyzing data, and presenting their findings. Throughout the Lower School, students are introduced to key scientific practices that are revisited at increasingly sophisticated levels as they move through the grades. This includes the development of essential skills like: Making observations and asking questions: Encouraging curiosity and helping students frame questions that can lead to investigation. Designing and conducting experiments: Learning how to develop testable hypotheses, identify variables, and execute hands-on experiments. Analyzing and interpreting data: Teaching students to organize, graph, and make sense of the data they collect, drawing conclusions based on evidence. Communicating results: Guiding students to share their findings clearly and confidently, both in written form and through presentations. The spiraling science curriculum integrates with other subjects—such as math, social studies, and English language arts—to provide a multidisciplinary learning experience. For example, students may apply mathematical concepts like measurement or graphing to record and analyze data during experiments, or they may write persuasive essays on environmental topics studied in science class. These cross-curricular connections help students see the relevance of science in various aspects of their education and everyday life, reinforcing the real-world applications of what they learn. By relating scientific concepts to real-world issues, such as climate change, conservation, and technology, the curriculum encourages students to think about the broader implications of scientific knowledge. This not only fosters a deeper interest in the natural world but also helps students understand their role as informed and responsible citizens who can use science to make a positive impact. Understanding the neurodiversity of its learners, The Lang School tailors its science instruction to meet each student's individual needs. Teachers use differentiated instruction techniques to provide appropriate challenges and support for students at different levels of proficiency. This may involve offering extension activities for students who are ready to explore topics in greater depth or providing additional scaffolding for students who need more support with scientific concepts or experimentation methods. The personalized learning experience is key to ensuring that all students can thrive. Teachers regularly assess each student's progress and adapt instruction accordingly, ensuring that students are consistently engaged and challenged at their own pace. The ultimate goal of the Lower School spiraling science program is to develop students’ scientific literacy and critical thinking skills. By revisiting concepts and skills at progressively deeper levels, students become confident in their ability to approach scientific problems, think critically about evidence, and communicate their ideas effectively. These foundational skills not only prepare students for more advanced science in the upper grades but also equip them with the mindset needed to navigate and contribute to an increasingly complex and interconnected world. The Lang School’s Middle and Upper School science program builds on the foundational knowledge and inquiry-based skills developed in the Lower School, advancing into more rigorous and specialized exploration of core scientific disciplines: biology, chemistry, physics, earth science, and environmental science. As students move through the grades, the curriculum shifts from broad, introductory concepts to deeper, discipline-specific investigations that encourage critical thinking, problem-solving, and scientific literacy. In Middle School, students begin to explore scientific concepts at a higher level of complexity. This phase emphasizes systematic inquiry and critical thinking while maintaining the curiosity-driven approach fostered in the Lower School. The focus is on introducing students to the fundamental concepts and methodologies of biology, chemistry, physics, and earth science, while strengthening their understanding of the scientific method. Biology: Students investigate the building blocks of life, including cell biology, genetics, ecosystems, and evolution. Hands-on projects, such as dissections and ecological field studies, allow students to apply theoretical knowledge in practical settings. Chemistry: Students explore the basic principles of matter, chemical reactions, and the periodic table. Experiments in the lab help them understand the behavior of atoms, molecules, and compounds through both qualitative and quantitative observations. Physics: Concepts such as force, motion, energy, and the laws of thermodynamics are introduced. Students conduct experiments that involve measuring and calculating variables like velocity, acceleration, and energy transfer. Earth Science: This discipline covers topics such as geology, meteorology, oceanography, and astronomy. Students explore the processes that shape Earth’s surface, investigate weather systems, and study planetary movements. Throughout Middle School, students continue to develop essential lab skills and scientific practices: formulating hypotheses, designing controlled experiments, analyzing data, and presenting their findings. Interdisciplinary projects allow students to see connections between science and other subjects, such as math (e.g., data analysis, graphing) and history (e.g., historical scientific discoveries). In Upper School, the science program offers students the opportunity to dive deeper into specialized scientific fields through advanced courses in biology, chemistry, physics, and environmental science. The curriculum is designed to challenge students with more rigorous content while fostering independent research, critical analysis, and application of scientific concepts to real-world problems. Biology: Upper School biology courses cover more advanced topics in genetics, cellular biology, anatomy, physiology, ecology, and evolution. Students explore the molecular mechanisms of life, studying the intricacies of DNA, RNA, and protein synthesis. Laboratory work, such as genetic experiments and ecological modeling, reinforces their understanding of biological systems. Chemistry: Students delve into inorganic and organic chemistry, exploring complex reactions, stoichiometry, chemical equilibrium, and thermodynamics. Advanced laboratory experiments, such as titrations and organic synthesis, help students apply theoretical principles to practical situations. Analytical skills are honed through quantitative experiments that require precise measurement and interpretation of data. Physics: The Upper School physics curriculum moves beyond basic concepts to explore advanced topics such as electromagnetism, quantum mechanics, optics, and thermodynamics. Students learn how to apply mathematical models to explain physical phenomena, and they conduct experiments that involve more sophisticated equipment, such as oscilloscopes and spectrometers. Earth and Environmental Science: Upper School students can engage in advanced study of geology, climate science, oceanography, and environmental sustainability. This includes examining Earth’s systems and human impact on the environment. Through fieldwork and lab-based experiments, students analyze current environmental challenges, such as climate change, resource depletion, and biodiversity loss. Upper School students regularly engage in class research projects, which culminate with scientific posters, presentations, and reports. These projects allow students to explore areas of personal interest in greater detail, honing their research skills and ability to communicate complex scientific concepts effectively. For example, students may design and conduct experiments on environmental issues such as water quality testing, or they might study genetic variations in plants. Additionally, for students with specific interests or exceptional proficiency in science, they may pursue IndiStudies projects in advanced topics such as biotechnology, astrophysics, environmental engineering, or computational biology. This ensures that students who are passionate about particular areas of science can pursue in-depth study and research in those fields. These projects often involve collaboration with science mentors and coaches, ensuring that students have the support they need to succeed. Throughout Middle and Upper School, there is a strong emphasis on scientific literacy—the ability to interpret scientific information, critically evaluate evidence, and apply scientific principles to real-world problems. Students are encouraged to analyze current events and scientific breakthroughs (such as advancements in renewable energy, biotechnology, or space exploration) and understand the implications of science on society, technology, and the environment. Environmental science, in particular, emphasizes sustainability and ecological responsibility, inspiring students to think about solutions to global challenges such as climate change, pollution, and conservation of resources. Fieldwork and community-based projects may involve data collection in local ecosystems, offering students the chance to contribute to real-world scientific initiatives. The Lang School’s science program is highly differentiated to meet the diverse needs of neurodiverse learners. Teachers provide personalized instruction that supports students at their individual levels of understanding and ability. This includes scaffolding lessons for students who may need extra help with complex concepts and providing extension activities or independent study opportunities for advanced learners. Regular formative assessments are used to gauge student progress, allowing teachers to adapt instruction based on individual needs. Learning specialists may collaborate with science teachers to support students with specific learning challenges, ensuring that all students have access to the curriculum and are able to achieve their full potential. By the time students graduate from The Lang School’s Upper School science program, they have acquired a strong foundation in critical scientific disciplines and developed the analytical, problem-solving, and research skills necessary to pursue college-level science or careers in STEM fields. The emphasis on hands-on experimentation, interdisciplinary learning, and real-world applications ensures that students are not only prepared for academic success but also equipped to engage with the pressing scientific challenges of the modern world. Please see a sampling of science course descriptions below: Grades 1-2 Grades 3-5 Grade 5 MS Biology MS Chemistry MS Earth Science US Environmental Science US Chemistry US Biology US Electromagnetics US Oscillatory Motion Throughout the year, students will explore various topics that encourage curiosity and foster a love for learning about the natural world. Each unit is designed to align with the developmental needs of first and second graders, incorporating interactive activities, experiments, and discussions. Topics include: Light and Sound Animal Biodiversity Plant Adaptations Erosion and Earth’s Surface Material Properties To be added Fifth graders continue to build their reading, writing, speaking, and listening skills. Students interact with a variety of text genres, including biography, historical fiction, journalism, poetry, and informational texts. We emphasize writing in detail starting with the smallest building blocks and moving up to longer essays and narrative pieces. In this course, students will practice civil discussion and productive collaboration with peers and members of the wider community. We use Project Based Learning to integrate real-life issues into class units. By the end of the course, students will be ready to move on to middle school level English Language Arts classes the following year. Key units include: Biomes and Ecosystems Engineering - Prosthetics for humans and animals Stars and the Solar System Earth Systems Physical and Chemical Changes This course introduces students to the fascinating world of living organisms and the scientific principles that govern life processes. We begin by exploring the scientific method and inquiry, setting the foundation for understanding how biological investigations are conducted. Students then delve into the study of cells, the basic units of life, followed by an exploration of biochemistry, focusing on the molecules that make up living organisms. Lastly, we examine the unique properties of water and its critical role in sustaining life. Through hands-on experiments, interactive activities, and engaging discussions, students will develop a deep appreciation for the complexity and diversity of life. Overarching/Essential Questions: How do scientists use the scientific method to investigate biological questions? What are the structures and functions of cells, and why are they considered the basic units of life? How do the macromolecules in living organisms contribute to their structure and function? What are the unique properties of water, and why is water essential for life? Course Objectives: Understand and apply the scientific method to biological investigations. Identify and describe the structures and functions of cell organelles. Understand the basic principles of biochemistry and the role of macromolecules in living organisms. Explore the properties of water and their significance in biological processes. Develop critical thinking and scientific inquiry skills through hands-on experiments and activities. This course introduces the fundamental concepts of chemistry, focusing on the nature of matter and the structure of atoms. We explore the periodic table, learn how elements are organized and how their properties influence chemical bonding. As we progress, students gain an understanding of how atoms combine to form compounds and how to write and interpret chemical formulas and equations. Through hands-on experiments, interactive activities, and real-world applications, students develop a solid foundation in chemistry that prepares them for more advanced science courses in the future. Overarching/Essential Questions: What is matter, and how is it composed at the atomic level? How does the periodic table help us understand the properties of elements? What are the different types of chemical bonds, and how do they form? How can we represent chemical compounds using formulas and equations? How do chemical reactions occur, and what are their effects on matter? Course Objectives: Understand the basic structure of atoms and the properties of matter. Learn to navigate the periodic table and predict element properties based on their position. Identify different types of chemical bonds and understand how they form between atoms. Master the skill of writing and interpreting chemical formulas and equations. Conduct experiments to observe chemical reactions and understand their implications. This course guides students through the fascinating study of our planet and its processes. Starting with an introduction to the field of earth science, we delve into the study of minerals and rocks, learning about their properties, formation, and significance. We explore concepts related to density and rates of change, understanding how these factors influence geological and environmental processes. Through engaging lessons, hands-on experiments, and real-world applications, students develop a comprehensive understanding of Earth's dynamic systems and how they shape the world around us. Overarching/Essential Questions: What is earth science, and why is it important to study our planet? How do minerals form, and what are their properties and uses? What are the different types of rocks, and how do they cycle through various forms? How does density affect the behavior of materials and processes on Earth? What are the rates of change in geological and environmental processes, and how can we measure them? Course Objectives: Gain an understanding of the fundamental concepts and scope of earth science. Identify and classify minerals based on their properties and uses. Understand the rock cycle and the formation and characteristics of different types of rocks. Explore the concept of density and its application in earth science. Investigate rates of change in geological and environmental processes and their impact on Earth. This course explores the interactions between natural and human systems. Students examine ecological principles, biodiversity, population dynamics, and the human impact on the environment. The course emphasizes critical thinking, scientific inquiry, and the application of environmental science to real-world issues through discussions, hands-on projects, and interactive simulations. Essential Questions What is Environmental Science, and why is it important? How do ecological interactions and population dynamics shape ecosystems? What role do humans play in conserving biodiversity and managing natural resources? Course Objectives Understand the interdisciplinary nature of Environmental Science. Analyze ecological principles and their applications in conservation. Explore the significance of biodiversity and strategies for its conservation. Investigate population dynamics and their impact on ecosystems. Engage in project-based learning to connect environmental science to real-world challenges. This course builds on middle school inquiry. Students engage in deeper inquiry related to the fundamental principles of matter, atomic structure, the periodic table, chemical bonding, and reactions. Through hands-on lab experiments, interactive simulations, and group projects, students explore the building blocks of matter and how chemical processes shape the world around us. The course emphasizes scientific inquiry, critical thinking, and real-world applications of chemistry. Essential Questions What is the structure of an atom, and how does it determine the properties of matter? How is the periodic table organized, and what can it tell us about element behavior? What are the different types of chemical bonds, and how do they form compounds? How do chemical formulas and equations represent reactions, and why is balancing them important? Course Objectives Understand the structure of atoms and the evolution of atomic models. Analyze the organization and trends of the periodic table. Explore the formation and properties of different types of chemical bonds. Learn to write and balance chemical equations and perform stoichiometric calculations. This course covers the foundational concepts of electric fields, Gauss's law, electric potential, and the behavior of charged particles in electric fields. Students will engage with the material through problem-solving, virtual labs, and simulations, providing a comprehensive understanding of how electromagnetism influences the physical world. The course emphasizes mathematical analysis, experimental verification, and the practical applications of electromagnetics. Essential Questions What is the electric field, and how does it interact with charges? How does Gauss's law relate to electric fields and flux? What is electric potential, and how does it connect to potential energy in charged systems? How do charged particles behave in electric fields? Course Objectives Understand the principles of electric fields and their representation. Apply Gauss's law to solve problems related to electric flux and field configurations. Analyze electric potential and its relationship with potential energy. Explore the motion of charged particles in electric fields through simulations and problem-solving. This course in Physics delves into the principles of Oscillatory Motion, exploring how these movements impact our daily lives and the natural world. Students learn about concepts like Hooke's Law, Simple Harmonic Motion (SHM), and the mechanics of pendulums and damped oscillators. Through a combination of theoretical study, hands-on experiments, and critical analysis, students will develop a deep understanding of the principles underlying oscillatory motion. The course emphasizes scientific inquiry, problem-solving, and real-world applications of physics concepts. Essential Questions How does oscillatory motion affect our daily lives? What is the meaning of oscillatory motion and Hooke's Law? What are the similarities and differences between Simple Harmonic Motion and Uniform Circular Motion? How does the simple pendulum demonstrate the principles of SHM? Course Objectives Understand the fundamental concepts of Oscillatory Motion and Simple Harmonic Motion. Apply Hooke's Law to analyze the motion of springs. Calculate the energy involved in a simple harmonic oscillator. Compare and contrast Simple Harmonic Motion with Uniform Circular Motion. Understand and apply the principles of the simple pendulum to calculate acceleration due to gravity. Explore the concept of damping and its effects on oscillatory systems. The course begins with an emphasis on biological systems as a whole. Students then consider the preeminent principle of the field: the biological survival instinct. They investigate how the 2nd Law of Thermodynamics dictates many of the behaviors of organisms, as well as how energy flows through the environment and forces organisms to constantly be on the hunt for good energy sources. S tudents also focus on genetics and biochemistry. Students learn to use trinocular microscopes and practice DNA/RNA sequencing using our thermocycler. RETURN TO THE TOP OF THE PAGE World Language OVERVIEW LOWER SCHOOL MIDDLE/UPPER SCHOOL World Language classes seek to cultivate a deep appreciation for language, culture, and global citizenship primarily through the study of the French language. Our goal is to provide students with the linguistic skills, cultural knowledge, and global awareness necessary to thrive in an interconnected world. Through immersive language learning experiences, authentic cultural exploration, and meaningful connections to real-world contexts, we aim to inspire a lifelong love of language and learning in our students. Whether through interactive language lessons, cultural celebrations, or virtual exchanges with students from around the world, we strive to create dynamic and engaging opportunities for students to develop their language proficiency and cultural competence. While our primary focus is on French language instruction, we also recognize the value of exploring other world languages and cultures. Through elective courses, independent study opportunities, and extracurricular activities, students may have the chance to explore other world languages, deepening their understanding of global diversity and fostering a spirit of inquiry and exploration. By fostering a supportive and inclusive learning environment, celebrating linguistic and cultural diversity, and empowering students to become global citizens, we are dedicated to preparing our students to thrive in a multicultural world and make meaningful contributions to the global community. Lower School French instruction at The Lang School is designed to meet the developmental needs of twice-exceptional (2e) learners by providing an engaging, differentiated, and multimodal language learning experience. The French program focuses on building foundational language skills while accommodating the unique learning profiles of neurodiverse students, ensuring that instruction is flexible, personalized, and responsive to individual strengths and challenges. For Lower School students, French instruction is introduced in a way that is both developmentally appropriate and immersive, prioritizing communication and cultural exploration over rote memorization of grammar rules. Language acquisition is treated as a natural, enjoyable process, much like learning a first language. We emphasize interactive activities that stimulate curiosity and help students connect with the language in meaningful, relevant contexts. We integrate French into other subjects when appropriate, using cross-curricular connections to reinforce both language skills and academic content. For example, French might be woven into social studies lessons on geography or cultural studies, or it could be linked to art projects involving French artists or historical figures. Given the unique needs of 2e learners, the French program emphasizes consistent exposure and repetition to help solidify language acquisition over time. Short, frequent practice sessions are integrated into the weekly schedule to keep the language fresh in students’ minds. The use of songs, rhymes, and games serves as both a motivational tool and a means of reinforcing key language concepts in fun, memorable ways. One of the core tenets of French instruction at The Lang School is to ensure that every student feels successful and motivated to learn. Teachers focus on building confidence by celebrating progress, no matter how small, and by ensuring that each student can participate meaningfully in class activities. For students who may experience anxiety or frustration with learning a second language, teachers take care to create a non-competitive, nurturing atmosphere where mistakes are seen as a natural part of the learning process. Positive reinforcement, patience, and individualized support help students develop a growth mindset toward language learning. Please see a sampling of French course descriptions below: Grades 1-5 MS I & II US French I US French II US French III US French IV The Lower School French program uses multi-sensory approaches to engage students with different learning styles. Instruction incorporates: Visual aids such as flashcards, pictures, and videos Auditory components through songs, chants, and storytelling Kinesthetic learning with games, role-playing, and hands-on activities Tactile elements that may involve writing, drawing, or manipulating objects. This multi-sensory approach is especially effective for 2e learners, who often benefit from varied ways of processing information and staying engaged with content. The French program is highly differentiated to meet the diverse cognitive and learning needs of twice-exceptional students. We tailor lessons to individual abilities and interests, offering multiple pathways to success. For students who may struggle with language acquisition due to learning differences like dyslexia or ADHD, instruction provide scaffolding, such as: Visual supports (e.g., visual dictionaries, labeled images) Repetition and practice with new vocabulary through games and activities Clear, step-by-step instruction to break down more complex language tasks. At the same time, students with advanced language abilities or a particular interest in French are offered more challenging tasks, such as reading simple books in French, expanding their vocabulary, or engaging in more complex conversational exchanges. In the Lower School, the primary goal of French instruction is to develop students' ability to communicate in practical, everyday situations. Lessons focus on the basics of speaking and understanding French, emphasizing conversational skills that students can use in real-world contexts. Key areas include: Greetings and introductions Numbers, colors, and everyday vocabulary Basic phrases for expressing needs, preferences, and feelings Simple sentence structures and questions to foster early conversational skills. Students are encouraged to speak and listen in French as much as possible during class, even if they are using short phrases or individual words. Teachers create a low-pressure, supportive environment where students can feel comfortable experimenting with the language, making mistakes, and gradually building their confidence. Cultural understanding is an essential part of French instruction at The Lang School. Students are introduced to aspects of French and Francophone culture, including traditions, holidays, foods, and customs, through storytelling, art projects, and classroom celebrations. This cultural immersion helps students connect with the language on a deeper level and fosters an appreciation for diverse cultures. RETURN TO THE TOP OF THE PAGE Visual & Performing Arts OVERVIEW LOWER SCHOOL MIDDLE/UPPER SCHOOL At The Lang School, the Visual and Performing Arts are dedicated to fostering creativity, self-expression, and artistic exploration in our students. Grounded in a deep understanding of neurodiversity and the unique needs of our learners, these courses seek to provide a nurturing and inclusive environment where every student feels empowered to explore their artistic potential. We believe that the arts play a crucial role in promoting holistic development and emotional well-being, and as such, our teaching practices are centered around fostering a love for creativity and self-discovery. We prioritize differentiated instruction and personalized learning experiences to meet the diverse needs and interests of our students. We embrace a student-centered approach that celebrates individuality and encourages students to explore and express themselves authentically through various artistic mediums. Our teaching practices are characterized by a blend of structured guidance and open-ended exploration, allowing students to develop their artistic skills while also nurturing their creative intuition and imagination. Through hands-on experiential learning, collaborative projects, and opportunities for self-reflection, our goal is to cultivate a deep appreciation for the arts and empower students to become confident and expressive artists. At The Lang School, the Lower School visual and performing arts program nurtures creativity, self-expression, and collaboration through an integrated approach to Creative Lab (Art), Drama, and Music. This program is designed to be developmentally appropriate and tailored to the unique needs of twice-exceptional (2e) students. In Creative Lab, younger students engage in hands-on, kinesthetic projects that allow students to explore a wide range of traditional and emerging materials and techniques. Through these activities, students develop critical fine motor skills, problem-solving abilities, and an understanding of design thinking. Lower School students participate in weekly drama classes, which focus on building confidence, creativity, and communication skills. Through role-playing, improvisation, and group skits, students learn to collaborate and express themselves. Drama classes culminate in an end-of-year performance, allowing students to showcase their growth in a supportive setting. Music classes for younger students offer a variety of hands-on musical experiences. They explore rhythm, melody, and basic music theory using both analog instruments like percussion and recorders, as well as simple digital tools. This blended approach allows for interactive learning, fostering an early appreciation for music across cultures and genres. As students move into Middle and Upper School, they have more specialized opportunities to explore their artistic interests through elective courses in Creative Lab (Art), Drama, and Music. Older students take on more complex projects that combine art and technology. Creative Lab in Middle and Upper School deepens students’ ability to integrate different fields of study, helping them develop interdisciplinary projects that reflect both technical and artistic proficiency. I drama, students engage in advanced scene study, dramatic literature, and performance workshops. They explore more complex acting techniques, perform full-length scenes/plays, and take on leadership roles in directing and production. Drama culminates in annual productions where students can showcase their talents in front of an audience. In Middle and Upper School, students explore music with a greater level of sophistication. In addition to studying music theory, they can participate in ensembles, and use the school’s recording studio to experiment with music production and media creation. The integration of digital tools with analog instruments provides students with the flexibility to compose, arrange, and produce their own music, exploring the full range of possibilities in modern music creation. For those passionate about music, they can delve into aspects of production, editing, and sound design, preparing them for real-world applications of music technology. Highly motivated Middle and Upper School students have the opportunity to design independent study projects in the arts. This might include exploring additional instruments, composing original music, or even developing a digital media project that combines music with other art forms such as video or animation. The school's music room, equipped as a recording studio, provides the ideal environment for students to experiment with sound engineering, production techniques, and multimedia projects. Through both structured coursework and independent exploration, The Lang School’s visual and performing arts program helps students discover and develop their creative passions across a variety of media and disciplines. Please see a sampling of visual and performing arts course descriptions below: LS Creative Lab MS/US Creative Lab LS Drama MS/US Drama MS/US Filmmaking LS Music MS/US Music/Media MS/US Production MS/US Ensemble In the Lower School Creative Lab, students engage in a hands-on exploration of art using analog materials like wood and ceramics. This workshop is designed to introduce students to the fundamentals of craftsmanship in a supportive, collaborative environment where they explore the tactile qualities of different materials. Through structured, shared projects, young learners experiment with basic techniques and are encouraged to express their creativity while building essential skills such as fine motor coordination and an understanding of form and function. The program focuses on fostering curiosity and imagination, offering opportunities for students to explore how materials can be transformed into unique works of art. Essential Question(s): How do hands-on materials like wood and clay help us express our ideas and creativity? How can we use simple tools and materials to transform everyday objects into art? Learning Goals/Objectives: Skill Development: Students will learn how to manipulate basic materials, focusing on building fine motor skills and gaining confidence in using simple tools safely. Creative Expression: Students will be encouraged to express their individuality through guided projects, exploring different ways to represent their ideas through the materials at hand. Basic Design Thinking: Students will begin to understand the relationship between form and function, learning to balance aesthetics and practicality in their art-making. Collaborative Exploration: Through group projects and shared media, students will develop teamwork skills and learn from their peers' creative processes. Perseverance and Problem-Solving: Students will encounter challenges in their projects and learn how to adapt, problem-solve, and refine their work based on feedback. In the Middle and Upper School Creative Lab, students take on more advanced and individualized projects, using a broad range of media, including analog materials, digital tools, and electronics. This program transitions into a studio environment where learners pursue self-directed projects based on their unique interests. Students work with various materials and techniques such as wood, ceramics, silk screening, and 3D printing, refining their technical skills while developing a personal artistic voice. The emphasis shifts from foundational techniques to critical thinking, problem-solving, and the integration of diverse media, encouraging students to explore the intersection of art, technology, and design. This scaffolding prepares students for complex creative challenges, fostering independence and interdisciplinary thinking. Essential Question(s): How can different media and techniques help us explore complex ideas and express ourselves artistically? How can advanced craftsmanship and digital tools be integrated to push the boundaries of traditional art-making? Learning Goals/Objectives: Technical Mastery: Students will refine their skills in working with a variety of materials, including advanced analog techniques and digital tools, and demonstrate increased precision and craftsmanship. Individual Artistic Voice: Students will explore diverse media to develop a personal style and artistic approach, with an emphasis on creativity and self-expression. Interdisciplinary Connections: Students will learn to integrate concepts from science, technology, and art, understanding how these fields inform one another and applying this knowledge to their creative projects. Critical Thinking and Problem-Solving: Students will design and execute independent projects, learning to approach complex creative problems through experimentation, reflection, and refinement. Ethical Making Practices: Students will understand the importance of responsible and sustainable practices in art-making, considering the environmental and ethical implications of the materials and processes they use. Collaboration and Communication: In a studio setting, students will engage in peer critiques, giving and receiving feedback, and articulating their artistic processes to others, further developing their collaborative skills. In the Lower School drama program, students engage in creative theatrical play, with a focus on developing foundational skills in collaboration, self-expression, and ensemble-building. Through theater games and imaginative exercises, young learners explore the fundamentals of performance, emphasizing acceptance, cooperation, and the fun of creating together. The course introduces basic concepts like voice projection, body language, and storytelling through actions and dialogue, encouraging students to express themselves through movement and voice. The focus is on building confidence and teamwork, while students gain an early appreciation for the craft of acting and the joy of performing. They also have opportunities to explore creative aspects of theater production, such as costumes, props, and simple stage design. This program fosters a love for performance in a low-pressure, play-based environment, preparing students for more advanced dramatic work in future years. Essential Questions: How do we work together to tell a story on stage? How can our voices and bodies help us bring a character to life? Course Objectives: Collaborative Skills: Students will learn to work cooperatively with their peers through ensemble-building activities and games, focusing on group dynamics and teamwork. Imaginative Play: Through theater exercises, students will develop their imagination, using their creativity to explore different characters, settings, and stories. Basic Performance Skills: Students will begin to understand and practice the basics of voice projection and body language, learning how to use their voice and movements to communicate. Self-Confidence and Expression: Through participation in drama activities, students will build self-confidence in front of an audience and learn to express themselves through the performing arts. Introduction to Theater Production: Students will gain an understanding of simple technical elements like props, costumes, and set pieces, exploring how these elements support storytelling on stage. In the Middle and Upper School drama program, students engage in a deeper exploration of theatrical performance, with a focus on both acting techniques and theatrical production. Building on foundational skills from Lower School, students will delve into character development, scene study, and dramatic conventions, while refining their abilities in voice projection, gesture, and non-verbal communication. More complex theater games and improvisational exercises encourage creative risk-taking and collaboration, while students also begin to explore the history and theory behind dramatic performance. The class emphasizes ensemble work, helping students to support one another in creating polished, authentic performances. They will also engage in the technical aspects of theater, working with lights, props, costumes, and sound to bring their performances to life. Students’ work culminates in a showcase, allowing them to apply the skills they’ve practiced throughout the year in a live, collaborative performance. This program prepares students for more sophisticated dramatic endeavors and introduces technical theater skills, offering a holistic view of the art form. Essential Questions: How do we create and develop a character for performance? How do different technical elements (lights, sound, props) help tell a story in a theatrical production? What skills and attitudes do we need to collaborate effectively as an ensemble? Course Objectives: Advanced Performance Skills: Students will refine their ability to project their voices, use physicality, and convey emotions on stage, enhancing their overall presence and confidence as performers. Character Development and Scene Study: Students will engage in more complex character work, learning how to analyze scripts and develop characters in depth, preparing scenes for performance. Collaboration and Ensemble Work: Students will continue to build on their collaborative skills, learning to work effectively in an ensemble to create cohesive, dynamic performances. Introduction to Theater History and Theory: Students will explore the broader context of theatrical traditions, gaining an understanding of how theater has evolved and how dramatic conventions are used to create meaning. Technical Theater Skills: Students will learn to work with technical elements of theater, such as lighting, sound design, props, and costumes, understanding how these elements enhance the storytelling process. Rehearsal and Performance Process: Students will understand the value of rehearsal, reflection, and revision in developing a performance, and will learn to approach each stage of production with grit and growth mindset, applying feedback to improve their work. Students are introduced to the world of filmmaking and video with the emphasis on the different stages of production and the overall process filmmakers engage in when working in this medium. This process involves pre production planning (brainstorming creative ideas), production (the process of actually capturing footage or making animations), and post production, when editing and finalizing occurs. Students learn about the variety of roles and responsibilities of the different departments on a film set. Students will make a short video or animation, using knowledge gained of the production process. Students learn to use film terminology and the language of a film set. Students review fundamental shots used in film as well as common editing techniques. Students are encouraged to work in a collaborative and supportive environment. Essential Questions: What elements of the filmmaking process do I need to understand to successfully produce a short filmed piece? How do I create/brainstorm ideas and produce a finished piece of work How do I know when i am finished my production and am ready to share? Course Objectives: Students will understand and appreciate the collaborative and creative process that is filmmaking Students will understand the distinct phases of this process (i.e., Pre-production, Production, Post-production) Students will brainstorm and plan to make a short digital film/animation/creation Lower school music provides students with the opportunity to explore and develop skills as young musicians and creators. Students will choose a primary instrument to focus on, consistently creating and refining their work. Students will start each class with warm-ups and ear training activites. Collaborative efforts are encouraged, allowing students to work together as an ensemble, fostering teamwork and enhancing their creative process Essential Question: What elements make up music & how do we use them to create our own? Course Objectives: Students will be able to use digital media tools or musical instruments to create ideas. Students will be able to contribute to a class recording project as a musician, audio engineer, or mix engineer. Students will be able to contribute to or participate in the performance Students will be able to understand the expected behavior as a performer or audience member at a performance Students will know how to compose/play/ sing a song individually or with my classmates Music/Media provides students with the opportunity to explore and develop creative projects in either media or musical composition and performance. Students will choose a primary medium to focus on, consistently creating and refining their work. Music students will start each class with warm-ups and ear training on their primary instruments. Collaborative efforts are encouraged, allowing students to work together on more complex projects and compositions, fostering teamwork and enhancing their creative process Essential Question: How can we develop and apply our understanding of musical theory and media production How can we use the available tools to create music? Course Objectives: Students will be able to use digital media tools or musical instruments to create ideas. Students will be able to contribute to a class or individual project as a performer or technician Students will be able to contribute to or participate in the performance Students will be able to understand the expected behavior as a performer or audience member at a performance Music Production provides interested students with the opportunity to compose, produce, and develop their performance skills. After warming up as a group, the class will have the choice to work collaboratively or individually on projects. Performance students focus on jazz and contemporary music. Students will learn various approaches to improvisation, and a shared repertoire of songs. Production students are expected to consistently make and refine work each week, and receive feedback from peers and the instructor. Instrumentalists from the elective will make up the core of the accompanying ensemble for Lang’s winter and spring showcase. Essential Question: How can we use the available tools to create music? Course Objectives: Students will be able to use digital media tools or musical instruments to create ideas. Students will be able to contribute to a class recording project as a musician, audio engineer, or mix engineer. Students will be able to contribute to or participate in the performance Students will be able to understand the expected behavior as a performer or audience member at a performance Students will know how to compose/play/ sing a song individually or with my classmates Ensemble provides interested students with the opportunity to compose, produce, and develop their performance skills. After warming up as a group, the class will have the choice to work collaboratively or individually on music. Performance students focus on jazz and contemporary music. Students will learn various approaches to improvisation, and a shared repertoire of songs. Production students are expected to consistently make and refine work each week, and receive feedback from peers and the instructor. Instrumentalists from the elective will make up the core of the accompanying ensemble for Lang’s winter and spring showcase. Essential Question: How can we use the available tools to create music to be shared or performed? Course Objectives: Students will be able to use digital media tools or musical instruments to create ideas. Students will be able to contribute to a class as a musician, audio engineer, or mix engineer. Students will be able to contribute to or participate in the performance Students will be able to understand the expected behavior as a performer or audience member at a performance Students will know how to compose/play/ sing a song individually or with my classmates RETURN TO THE TOP OF THE PAGE Computer Science & Applied Logic OVERVIEW LOWER SCHOOL MIDDLE/UPPER SCHOOL At The Lang School, our Computer Science and Applied Logic program is designed to foster a deep understanding of computational thinking, problem-solving, and logical reasoning in students from an early age. By integrating evidence-based approaches to learning, we aim to build a strong foundation in logic, algorithmic thinking, and programming, which students will expand upon as they progress through the school. Our curriculum emphasizes hands-on, project-based learning, encouraging students to apply their skills to real-world challenges while developing creativity and critical thinking. Our curriculum is inspired by the evidence-based proposition that equipping lower school students with the fundamental concepts of logic and algorithmic thinking, lays the foundation for their understanding of computer programming. Through engaging hands-on activities and interactive projects, students learn how to break down problems into smaller, more manageable steps, design solutions using algorithms, and apply their knowledge to create their own block-based computer programs. Our program provides middle and upper school students with a comprehensive understanding of the fundamental principles of computer programming, including algorithmic thinking, logic, control flow, and data types. Through hands-on programming exercises and real-world applications, students learn how to design and implement computer programs using modern programming languages, such as Python and Java. The courses emphasizes problem-solving skills, critical thinking, and creativity in approaching computational problems. More advanced courses aim to provide students with a comprehensive understanding of object-oriented programming (OOP) principles and methodologies using the Java programming language. Through in-depth theoretical concepts and hands-on coding exercises, students learn the core tenets of OOP, including classes, objects, encapsulation, inheritance, polymorphism, and abstraction. The content of these courses aligns with the Computer Science A (CSA) AP exam. Please see a sampling of course descriptions below: Grades 1-2 Grades 3-5 Grade 5 To be added To be added To be added Engineering, 3D Modeling, & Prototyping Students interested in exploring these area regularly do so through our IndieStudies program. This includes projects that focus on both the practical aspects of modern engineering (including electronics) and the principles of physics behind technology (in EM kinematics). 3D modeling projects use Blender, an advanced, open-source 3D modeling application. Interested students learn traditional modeling and prototyping skills, such as how to work with plasticine clay and casting molds in silicone. RETURN TO THE TOP OF THE PAGE Library OVERVIEW LOWER SCHOOL MIDDLE/UPPER SCHOOL Our mission is to cultivate a culture of curiosity, inquiry, and lifelong learning through dynamic library programs and resources that inspire intellectual exploration and creativity. Library programming provides a welcoming and inclusive approach so that students can discover the joy of reading, explore diverse perspectives, and engage in meaningful research and inquiry-based learning experiences. With a focus on information literacy and digital citizenship, we empower students to become critical thinkers and responsible users of information in an increasingly complex and interconnected world. Through a rich and diverse collection of print and digital resources, as well as innovative programming and collaborative partnerships with teachers, we support students in developing the skills and competencies they need to thrive academically, socially, and personally. We are committed to fostering a love of reading, nurturing intellectual curiosity, and empowering students to become lifelong learners and engaged citizens in our global community. In the Lower School, the library program is focused on fostering a love of reading and helping students develop their foundational research skills. A key part of this program is helping each child find the "just right" book—one that not only captures their interest but also matches their reading level, promoting both enjoyment and challenge. Through explorations of the collection, read-aloud sessions, and personalized reading recommendations, students learn to appreciate literature and develop critical thinking skills. They also receive early lessons in research skills, such as how to locate books and resources, and are introduced to the concept of digital citizenship. At this stage, the focus is on teaching students how to safely and responsibly use online resources while maintaining an ethical approach to consuming digital content. As students progress into the Middle and Upper School, the library program evolves to support more sophisticated research and information literacy skills. Students are taught how to conduct research using a variety of tools, including databases, digital archives, and advanced search engines. They learn how to evaluate sources for reliability, relevance, and bias, while developing the skills necessary to synthesize information from multiple perspectives. A key component of the Middle and Upper School library program is media literacy. Students are guided in understanding how media messages are constructed and how to recognize bias in different types of content. They also receive instruction on identifying credible sources, and are encouraged to engage with a wide range of viewpoints to foster open-mindedness and critical analysis. In addition to refining their research abilities, students at this stage further develop their understanding of digital citizenship. They learn how to navigate digital spaces responsibly, respect intellectual property, and create a balanced and ethical online presence. These skills are essential not only for academic success but also for responsible participation in the global digital community. Please see a sampling of course descriptions below: OVERVIEW LOWER SCHOOL MIDDLE/UPPER SCHOOL To be added To be added To be added RETURN TO THE TOP OF THE PAGE Physical Education OVERVIEW PE FOR 2E LEARNERS We seek to promote lifelong health and wellness by providing engaging and inclusive physical education experiences for all students. Through a holistic approach that emphasizes the development of physical, social, and emotional well-being, we strive to empower students to make healthy choices, set and achieve personal fitness goals, and develop positive attitudes towards physical activity. We are committed to creating a safe and supportive learning environment where students of all abilities feel valued and encouraged to participate actively in physical education. With a focus on skill development, cooperative games, and fitness challenges, we aim to instill a love of movement and a sense of confidence in students' physical abilities. By integrating concepts of teamwork, sportsmanship, and leadership into our curriculum, we seek to cultivate important life skills that extend beyond the gymnasium and into students' everyday lives. Through ongoing assessment and reflection, we continuously strive to adapt and improve our teaching practices to meet the evolving needs of our diverse student body and ensure that every student has the opportunity to thrive physically, mentally, and emotionally. Our P.E. program focuses on developing core strength, proprioceptive awareness, self-regulation, and mindfulness. Students in grades 1 through 5 receive explicit P.E. instruction 2-3 times per week in addition to active daily outdoors recess (weather permitting). Grades 6-12 also have at least 2 P.E. classes per week. Classes utilize our flexible gym space and, when the weather permits, classes often take place in the parks proximal to the school. Physical education for twice-exceptional (2e) learners at The Lang School is a supportive and inclusive experience that acknowledges the unique strengths and challenges our students may face. 2e children have diverse personalities and abilities, making it essential to avoid generalizations and accommodate individual needs. Our physical education program enhances the 2e student's experience by addressing specific challenges and fostering a more supportive environment. Some Challenges in P.E. Class for 2e Learners: Social Connection : 2e children might struggle with social connections due to their unique characteristics, such as asynchronous development and difficulties with executive functions. This can result in misreading social cues, difficulty in team selection, and heightened nervousness. Sensory Overload : A traditional gym environment is often noisy and overwhelming, with sudden, unexpected sounds like whistles. For 2e students, this sensory overload can lead to overstimulation and reactivity. Perception of Fairness : 2e learners often have a strong sense of justice and fairness, which can lead to frustration during games or competitions when rules are perceived as fuzzy or teammates aren't as committed. Need for Movement : Ironically, the need for movement can be a challeneg for 2e students when they're asked to stand in line or wait for instructions, which may not align with their expectation of physical activity. Negative Experiences : Negative interactions or past challenges in gym class can be strongly remembered by 2e children, leading to anticipatory anxiety and difficult behavior. Lang Strategies for Physical Education Classes: To create a positive and supportive experience for 2e students in P.E. class, we employ the following strategies: Supervision and Safety : We are attentive to 2e students who may need additional support and guidance during class. We help them develop skills in group interactions, understand game nuances, and address sensory sensitivities. Focus on Cooperative Games/Activities : By focusing on collaborative and cooperative play, classes become an important context for students to work on social pragmatic skills and strategies. Many traditional competitive P.E. games and activities can be thoughtfully transformed into experiences that support collaborative peer-to-peer engagement and problem solving. Team/Group Selection : We avoid leaving team/group selection to the students. When called for, we create teams intentionally to ensure that 2e students are with patient and empathetic peers. Assign Responsibilities : We often give 2e students tasks during times of limited movement. This can include completing a fitness cycle or fetching/gathering materials, which helps them understand the rules and remain engaged. Use Humor : We infuse humor into our class to make them more lighthearted as laughter can reduce frustration and tension. Minimize Startling Cues : If a whistle is jarring for some students, we consider alternative ways of getting students' attention. We seek feedback from students to find the most suitable approach. Tailor Activities : We allow students to choose from a checklist of physical activities based on their preferences and abilities. This personalized approach makes classes more enjoyable for everyone. Physical education, when designed with awareness and inclusivity, can provide 2e students with a positive and supportive environment. These strategies help to create a space where all students can enjoy the benefits of physical activity. Please see a sampling of physical education course descriptions below: LS PE MS PE "FLEX & FLOW" US PE At The Lang School, our physical education program is designed with the unique needs of 2e (twice-exceptional) learners in mind, fostering both physical and emotional growth through movement and fitness. We emphasize the development of fine motor and gross motor skills, while also incorporating social-emotional learning to help students better regulate their bodies and minds. Instruction is highly individualized and differentiated, taking into account each student's strengths, challenges, and sensory preferences. In the Lower School, students engage in activities that promote foundational motor skills, such as coordination, balance, and spatial awareness, as well as basic fitness concepts that set the stage for lifelong health and well-being. Through carefully designed activities, students build not only physical strength but also self-confidence, learning how to navigate both individual and collaborative play in a supportive, inclusive environment. Lessons include dynamic stretches, warm-ups, and fitness routines tailored to individual needs, as well as nutritional education that promotes a holistic approach to health. In addition to physical skills, the program emphasizes the importance of emotional regulation and using physical activity as a tool for managing stress and energy levels. By introducing fitness in a way that feels empowering rather than overwhelming, we help students develop positive associations with movement and a lifelong appreciation for physical well-being. Through collaborative games and team-building exercises, students practice essential life skills like communication, cooperation, and empathy, preparing them to thrive both in and out of the classroom. Essential Questions: How is fitness important in everyday life, and how can it help us stay both physically and emotionally healthy? How can physical activity support us in regulating our bodies and managing our emotions? How can sports and physical activities help us build confidence, collaborate with others, and foster a sense of community? In what ways can physical activity contribute to our overall well-being, and how can we continue to build both as individuals and as part of a team? Course Objectives: Foundational Fitness Skills: Students will develop fine and gross motor skills necessary for coordination, balance, agility, and body awareness, laying the groundwork for more advanced physical activities. Physical and Emotional Regulation: Students will learn how to use physical activity as a tool for managing energy levels, emotions, and stress, developing self-regulation skills that can be applied in everyday life. Fitness and Well-Being: Students will understand the connection between fitness and overall well-being, recognizing how physical activity, nutrition, and emotional health are interrelated. Collaborative Play and Teamwork: Students will practice working in teams, focusing on building communication skills, cooperation, and empathy through sports and group activities. Confidence Building: Students will engage in activities that challenge them physically and mentally, fostering a growth mindset, resilience, and self-confidence through goal-setting and perseverance. Health and Nutrition: Students will gain an understanding of basic nutrition and fitness principles, such as dynamic stretching, warm-ups, and the importance of balanced eating to support physical health. In response to the sensory and regulation needs of our Middle School students, we have developed a co-teaching model in Physical Education, led by one of our Occupational Therapists and supported by our Physical Education Teacher. This student-centered design reflects our commitment to adapt our service delivery model to best meet the evolving needs of our students, recognizing where Middle School students have historically faced challenges in PE at Lang. Historically, students at Lang receive significant direct OT services in the Lower School. However, there is often a noticeable decrease in direct OT support when students transition to Middle School. To bridge this gap and ensure continuous support, the Flex & Flow class seamlessly integrates Social Emotional Learning (SEL) support and regulation and movement activities into a class already embedded in the students' schedule. This proactive strategy is designed to enhance students’ learning and engagement throughout the day by providing consistent opportunities for SEL, self-regulation and physical activity. Students participating in Flex and Flow will be able to: Achieve and maintain a health enhancing level of physical fitness. Demonstrate an understanding of the components of health related fitness. Value physical activity for health, enjoyment, challenge and social interaction. Exhibit responsible personal and social behavior that respects self and others in physical activity settings. Develop skills to engage in physical activity outside of school hours. Our goals for "Flex & Flow" are closely aligned with the National Physical Education Standards: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. Demonstrate understanding of movement concepts, principals, strategies and tactics as they apply to the learning and performance of physical activities. Participate in regular physical activity. Achieve and maintain a health enhancing level of physical fitness. Exhibit responsible personal and social behavior that respects self and others in physical activity settings. Value physical activity for health, enjoyment, challenge, self expression and social interaction. For upper school students at The Lang School, the Physical Education program builds on the foundational motor skills and fitness principles established in the Lower School and expanded upon in the Flex & Flow Middle School program. At this stage, the focus shifts toward more personalized fitness goals, lifelong health, and autonomy in managing physical well-being. High schoolers are encouraged to deepen their understanding of physical fitness, while also refining their self-regulation and social-emotional skills in the context of collaborative games, individual activities, and personal fitness plans. The upper school program is designed to meet the unique needs of neurodiverse learners, incorporating flexibility and individualized support to help students discover the types of physical activities that best suit their interests and long-term health goals. Students are introduced to advanced fitness concepts, including strength training, cardiovascular fitness, and mind-body integration (e.g., yoga, mindfulness in movement). The program encourages them to develop a sustainable fitness routine that they can continue beyond high school, fostering a positive relationship with physical activity as a tool for maintaining emotional regulation, mental clarity, and overall well-being. Additionally, students work on improving their teamwork and communication skills through collaborative games, while also engaging in activities that promote leadership, perseverance, and a growth mindset. By incorporating student choice and personal fitness projects, the upper school PE program allows students to explore a range of activities—from traditional sports/games to individual pursuits—and design fitness plans that reflect their goals. This program is also grounded in health education, teaching students about nutrition, injury prevention, and lifestyle choices that contribute to long-term physical health. For those students who may have sensory or regulatory challenges, the program provides ongoing support, with individualized accommodations and opportunities for self-regulation embedded into each class. Essential Questions: How can we create a fitness routine that supports our physical, mental, and emotional health throughout life? How do teamwork, leadership, and communication play a role in physical activity, and how can we improve these skills through sports? What are the benefits of integrating mind-body practices like yoga and mindfulness into a fitness routine? How can we take responsibility for our own health and fitness, making informed choices about nutrition, exercise, and self-care? Course Objectives: Personalized Fitness Plans: Students will develop individualized fitness goals and routines, understanding the principles of strength training, cardiovascular fitness, and flexibility, and how to apply them to their personal lives. Social-Emotional Learning and Physical Activity: Students will continue to use physical activity as a tool for emotional regulation and mental well-being, integrating strategies like mindfulness and relaxation techniques into their fitness routines. Collaboration and Leadership: Through team sports and group activities, students will refine their communication, leadership, and teamwork skills, understanding the social dynamics of collaborative physical activity. Health and Nutrition: Students will gain an understanding of how nutrition, hydration, and rest impact their physical performance and overall health, and learn how to make informed choices about their diet and fitness. Lifelong Physical Activity: Students will explore various types of physical activities, discovering which they enjoy and how to incorporate them into their lives after high school to maintain their health and well-being. Confidence and Resilience: Through goal-setting and physical challenges, students will build confidence in their abilities and develop a growth mindset, learning to overcome setbacks and persevere in achieving their health and fitness goals. This progression from the Lower School through Middle School and into Upper School ensures that students leave The Lang School with not only a strong foundation in physical fitness but also the tools to maintain and adapt their fitness routines throughout their lives. RETURN TO THE TOP OF THE PAGE

< Back Bradley Klustner Special Education Teacher GETTYSBURG COLLEGE - BA IN HISTORY TOURO UNIVERSITY - MS This is my fifth year at Lang as an Upper School Humanities and Special Education teacher. I will also be coaching our basketball team. In my free time I love to read, play basketball, cook new recipes, root for the Seattle Seahawks and write for my college football blog. bradley.klustner@thelangschool.org

Learning Skills Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Middle School, Upper School Grade(s) Division Learning Skills is a required course for all middle and upper school students that focuses on developing executive functioning skills. In this class students learn, enhance, and support the development of executive functioning skills to confidently and effectively adopt metacognitive skills, build functional habits and plans, and develop strategies to independently complete tasks. These skills are explicitly taught, then applied practically to students’ workload. A goal of Learning Skills is for students to be able to learn how they best complete tasks and advocate for themselves, while practicing the skill with their own assignments; it is never intended to be a course that creates more work for students. Students may also develop their own goals in conjunction with their advisors, therapy team, and leadership members. < Back

MS Social Studies Sixth Grade, Seventh Grade Middle School Grade(s) Division Middle School Social Studies seeks to answer the essential question: "What are the critical aspects of modern societies". Building off the study of early human civilization, MS Social Studies broadly covers the world as it progresses from medieval to modern. Students will think critically about how human societies created a modern world through political, economic, social, cultural, and geographic lenses. Topics covered include (but are not limited to): The Renaissance, Scientific Revolution, global empires, the Age of Revolution, Industrialization, and major 20th century conflicts. Students will use primary and secondary sources to make inferences about historical topics and think critically about identity, perspective, and cultural differences. Time is also spent discussing current events, geography, and the qualities of a global citizen. < Back

Foundations Group (2/3) Second Grade, Third Grade Lower School Grade(s) Division Foundations is a time each week where students participate in Social and Emotional Learning. During Foundations students learn about and practice their social skills. They do this while naming and communicating their emotions in a safe way. Foundations uses the Zones of Regulation curriculum as a base. The goal of Foundations is to provide students with an understanding of their social and emotional needs so they can function in and out of school. < Back

< Back Judy Nussbaum Speech-Language Pathologist (Upper School) & Clinical Case Management QUEENS COLLEGE - BA IN LINGUISTICS, COMMUNICATIONS & DISORDERS AND SOCIOLOGY BROOKLYN COLLEGE - MS IN SPEECH LANGUAGE PATHOLOGY I am ecstatic to continue working with the collaborative Lang School team as a Speech and Language Pathologist and Clinical Case Manager, working closely with the Lang School team and families in tandem to coordinate IEP meetings, Impartial Hearings, and support the follow-up from each. I'm a certified Speech and Language Pathologist (SLP) with extensive experience working with students in public, private, and independent schools, in addition to supervising student interns, clinical fellows, and certified SLPs. I hold a Certificate of Clinical Competence from the American Speech-Language-Hearing Association and am licensed by the board of New York. A proud CUNY alumni, I completed my undergraduate studies at Queens College with Bachelor of Science degrees in Linguistics & Communications Disorders and Sociology. I continued my education at CUNY's Brooklyn College, earning a Master of Science in Speech-Language Pathology in addition to a TSSLD teaching license. A core component of my work with students involves bridging the work of the therapy team and education team, to ensure that students are carrying over progress, authentically in and out of the classroom. Over the years, I've pursued continued education focusing on Social Thinking, Executive Functioning, Orton Gillingham, CPS, CPI, and PROMPT training. On a daily basis, I continue to scratch my head, brainstorming ways to integrate strategies into school-based practice at Lang, working with staff and teachers to promote and foster opportunities for authentic carryover. As both a therapist and a parent, I’ve sat on both sides of the IEP table. Advocating for my own child has only deepened my commitment to advocating with other families with empathy. One of my highest priorities in my role involves investment in building strong relationships with students and families. When I'm not in session, you might find me spending time outdoors with my family, skiing, playing pickleball, or taste-testing sourdough recipes in the kitchen with my kids. judy.nussbaum@thelangschool.org

< Back Kelly Terranova Student Support Lead for Upper School RUTGERS UNIVERSITY — BA in PSYCHOLOGY AND GENDER STUDIES; MASTERS OF SOCIAL WORK NEW JERSEY CITY UNIVERSITY — EDUCATIONAL LEADERSHIP PROGRAM, SUPERVISOR CERTIFICATE I am excited to join the Lang family in the role of Upper School Student Support Lead. I have accumulated more than 15 years of experience supporting students, families, and school communities across academic, social-emotional, and behavioral needs in New Jersey. I began my career as a school-based social worker, providing K–8 students with SEL instruction, individual and group counseling, intervention and referral support, and school-wide initiatives. Most recently, I served as a K–12 Supervisor of Guidance, reinforcing and developing multi-tiered systems of support and tiered interventions, 504 coordination and supporting students with diverse learning and regulation needs. I have also served as a New Jersey Anti-Bullying Specialist, providing training to school and district staff and administrators on how to best support students. At the heart of my work is a genuine passion for helping students find their voice, advocating for their needs, and helping them recognize and use their strengths. I believe that understanding what a student can do, and what makes them unique, is often the key to helping them navigate the areas that feel more challenging. This strengths-based, whole-student approach is one of the reasons I feel such a strong connection to Lang’s twice-exceptional (2E) community. I am excited to partner with students, staff, and families to help our students feel understood, supported, empowered, and successful. Outside of school, I love movies (especially thrillers and true crime), my two cats (Opie and Bruce Wayne), organizing/home decor, and art and drawing. I’m looking forward to getting to know the Lang community and being part of the team! kelly.terranova@thelangschool.org

This is placeholder text. To change this content, double-click on the element and click Change Content. < Back Peter Flom Board Member Peter Flom is a board member and former chair. When he was 5 years old, he was asked not to return to preschool and a psychologist told his parents he had “minimal brain dysfuntction” and “would never go to college”. With Elizabeth Friedus, his mom started the Gateway School for him. Peter got his BA at age 20 and later got a PhD in psychometrics. He has retired from a career as a statistician. Peter is the father of two adult sons. He is the author of Screwed Up Somehow but not Stupid: Life with a Learning Disability and the owner of www.IAmLearningDisabled.com .

A Message from the Head of School: Thank You for Celebrating With Us! We are filled with gratitude following our Spring Celebration on Wednesday night. Thank you from the bottom of our hearts for joining us, it was truly magical to gather as a community and celebrate all that makes The Lang School so extraordinary. As shared during the event, Lang is a place where we set the bar high—because our students deserve nothing less. Our shared commitment to excellence and innovation is what drives us forward, and it is because of our dedicated families, faculty, staff, and leadership that we continue to grow and evolve in meaningful ways. From all of us at Lang, thank you for your support, your belief in our mission, and your unwavering dedication to our students. The energy in the room was a true reflection of the vibrant spirit of our community, and we’re excited for all that lies ahead. With gratitude, Mark Otto Head of School A BIG THANKS TO OUR SPONSORS! Visionary Sponsors - Gottlieb & Wang LLP and Catapult Learning Innovator Sponsors - McGinley Law Group and The Centered Space Psychology, P.C. Maker Sponsors - Barger & Gaines EVENT HIGHLIGHTS

Library AN EXCEPTIONAL LIBRARY FOR EXCEPTIONAL MINDS LIBRARY HOME ABOUT OUR LIBRARY LIBRARY NEWS LIBRARY CATALOG STUDENT RESOURCES TEACHER RESOURCES OTHER RESO URCES This Month's NEWS LATINX & HISPANIC HERITAGE MONTH IS SEPT 15TH - OCT 15TH Check out the books in our display area: Some titles include: How the Garcia Girls Lost Their Accents by Julia Alvarez The House on Mango Street by Sandra Cisneros The First Rule of Punk by Celia C. Perez Mango, Abuela, and Me by Medina and Dominguez Me, Frida by Novesky and Diaz Research Skills Class This year, many middle and upper school students will have a weekly research skills class. This will cover media and information literacy, effective use of databases, citation, note-taking, and construction of bibliographies. Students will typically be choosing their own r ese arch topics, or working on ELA, history, or indie studies related work.

< Back Dana Riebe Lower School Teacher GUSTAVUS ADOLPHUS COLLEGE - BAS IN BOTH COMMUNICATION STUDIES AND DANCE NYU STEINHARDT - MA IN DANCE EDUCATION, SECONDARY FOCUS IN SPECIAL EDUCATION I am thrilled to step into the role of Co-Head Teacher in Morningside. Before joining the Lang community, I taught children from kindergarten to fourth grade as a general education teacher, and as a dance teacher. I am trained in Orton-Gillingham at the classroom level and have a deep passion for teaching ELA. Watching children discover the joy of a good book is one of my greatest rewards as an educator. I believe that school should be a place where students find safety, community, and the opportunity to explore what interests them. Outside of school, I can be found climbing up on a rock wall, with my face buried in a book, or curled up with my cat, Arthur. dana.riebe@thelangschool.org

Science (4/5) Fourth Grade, Fifth Grade Lower School Grade(s) Division Our Science curriculum is based on units from Mystery Science. We study a variety of science topics from the 4th and 5th curricula. Science units cover topics in life science, physical science, and earth science. Examples include human body systems, electricity, astronomy, Earth changes, and life cycles. Key learning goals in Idlewild Science include data collection, organizing information in graphs and tables, supporting claims with evidence, following lab procedures safely, and using the scientific method. < Back