Dance Team is a performing ensemble for students in grades 7–12 that challenges the novice and the experienced dancer in the idioms of classical ballet, modern dance, jazz, hip-hop, pointe, musical theatre, and tap. Pilates, conditioning, and the opportunities to work with guest choreographers are also features of the dance program. During the winter, the Dance Team is an integral part of the Winter Musical. Students may enroll in each season as an after-school opportunity. 

Credit: 0.5

Using the body to create, to express thoughts, ideas, and concepts. Eye-hand coordination, flexibility, spatial awareness, general motor skills, critical thinking, and analytical skills will be enhanced through participation and experimentation. Kinesthetic intelligence development increases the capacity to manipulate objects and use a variety of physical skills. This intelligence involves a sense of timing and the perfection of skills through mind-body union. Athletes, dancers, surgeons, and crafts people exhibit well-developed bodily kinesthetic intelligence - such will be our pursuit in this curricular experience.

Credit: 0.5

Students discuss the origins of theatre and develop an understanding of theatre in relation to history and culture through the study of Greek, Japanese, and Italian theatre styles, concluding with the design and creation of their own Venetian Carnival mask. They’ll gain knowledge of fundamental theatre terminology and stage configurations, and free themselves to take risks and hone interactive skills through participation in improvisational games. To identify and discuss the dramatic elements in artistic compositions, and achieve critical thinking skills, students study genres and all design elements of a production: scenic, lighting, sound, choreography, costumes, makeup, and stage combat. Students learn hands-on from our in-house working professionals and see what our student-led, after-school, backstage production crews have to offer.

Through theatre exercises, class presentations, and a playwright project, students will develop and improve their ease and confidence of public speaking. They will have the opportunity to think and act creatively, individually, and collaboratively when they finish out the year with a class performance on stage.

Credit: 0.5

Theater Arts (fall and spring seasons) are open to student actors—with or without previous experience—as well as those interested in the behind-the-scenes aspects of drama. The stage crafts include lighting, sound, set design, costume design, special effects, and stage management. Students may enroll in each season as an after-school opportunity. Recent Norfolk Academy productions include The Miracle Worker, Our Town, The Crucible and Radium Girls.

Credit: 0.5

Open tryouts are offered for all students interested in participating in the creation of the Winter Musical. Students participate in all aspects of creating, developing, rehearsing, and performing in a large Broadway-style musical. Recent Norfolk Academy productions include Bye Bye Birdie, The Addams Family, and The Little Mermaid. Students may enroll in the musical as an after-school opportunity.

Credit: 0.5

Band allows brass, wind, piano, guitar, and bass students a chance to study and perform different styles of jazz as well as the opportunity to improvise! Students will perform at the winter and spring concerts and have opportunities to perform at school functions throughout the year. Participation in the Virginia Association of Independent Schools and the Virginia Band and Orchestra Directors Association competitions and festivals is an option for playing outside of school. (Note: Choral music and instrumental music classes meet during the same bell. Students may select one or both.)

Credit: 0.5

Make harmony with others! The yearlong course in choral music is for singers at all levels of experience interested in making music in classical and popular styles. Students will perform at the winter and spring concerts and have the opportunity to audition for District 2 Chorus, a selective group comprised of students from Virginia Beach, Norfolk, and the Eastern Shore. With the directors consent, singers with ability and the desire for a challenge may form small groups and work a cappella! (Note: Choral music and instrumental music classes meet during the same bell. Students may select one or both.) 

Credit: 0.5

Electronic Music is designed for students interested in the creation and production of electronic music. Students will learn the history and evolution of electronic music as well as explore the fundamentals of electronic music production, learning the basics of sound acoustics, sequencing, scoring, recording, and sampling. In addition to the technical aspects of electronic music production, this course will also explore the creative aspects of music-making.

This class provides students the opportunity to compose original music and scores working with technology such as Midi keyboards and digital audio workstations. By the end of the course, students will possess a solid understanding of the fundamentals of electronic music production and be able to create their own electronic music tracks. Any prior performance experience or knowledge of music theory is helpful but not at all required.

Credit: 0.5

String musicians will have the opportunity to develop and hone their technique through studying music of all styles. Improvisation and alternative bowing techniques can be studied as well! Students will perform at the winter and spring concerts and have opportunities to perform at school functions throughout the year. Participation in the Virginia Band and Orchestra Directors Association events are open to qualified string players interested in performing outside of school. For musicians interested in a greater challenge, chamber music ensembles may be formed with the consent of the director. (Note: Choral music and instrumental music classes meet during the same bell. Students may select one or both.)

Credit: 0.5

Students are invited to adopt an exploratory mindset as they build on what they learned in their Visual Expression course, beginning more traditionally and progressing toward innovation as new challenges and opportunities emerge on their artistic journey. A balance of teacher- and student-driven assignments will encourage deeper looking and exciting discoveries as students delve into the nuances of 2- and 3-D form, material, technique, and content. These explorations will propel students in the discovery of their own unique voice as they seek ways to most effectively convey their ideas about a range of topics and underlying themes.

Credit: 0.5

See description for Art Exploration I. Note that Art Exploration II may be taken alone or as a continuation of Art Exploration I, as projects will not be repeated.

Credit: 0.5

With a balanced emphasis on experimentation and results, students will engage in a series of open-ended teacher- and student-driven assignments—daily, weekly, and longer-term—using a variety of materials, methods, and processes. Problem-finding and problem-solving will go hand-in-hand as students learn how to initiate and develop a personal investigation into areas of interest. Through visual research, material investigation, experimentation, and revision, students will develop a disciplined approach to self-directed practice within a communal studio environment. Emphasis will be on refining skills in the service of innovation.

Credit: 0.5

See description for Art Lab I. Note that Art Lab II may be taken alone or as a continuation of Art Lab I, as projects will not be repeated.

Credit: 0.5

Students create new meaning, develop expressive abilities, and communicate relevant artistic ideas through intentional, inquiry-based artmaking experiences. They will be guided in the use of a wide range of 2-D or 3-D media, skills, and techniques related both to contemporary and historical themes and perspectives. Projects may include, but are not limited to, drawing, painting, printmaking, collage, and mixed-media in 2-D Art, and clay, fine craft, plaster, found object assemblage, and mixed-media in 3-D Art. Student artists are introduced to the problem-solving, responsible risk-taking, rigor, and flexible cycle of the artmaking process, including planning, producing, reflecting, and revising. Students employ critical analysis and interpretation of their own artwork and that of others in order to achieve artistic goals related to perception, innovation, individual expression, strong technique, and expert craftsmanship.

Credit: 0.5

See description for Visual Expression I. Note that Visual Expression II may be taken alone or as a continuation of Visual Expression I, as projects will not be repeated.

Credit: 0.5

Through studio work—major projects, mini assignments, and sketchbooks—as well as journal entries and discussion about the work of past and present artists, students learn more about the language of art by engaging with design as a means of expressing ideas visually. Each student is invited to approach this foundational course with a sense of curiosity and inquiry, willing to observe closely, build skills, take responsible risks, and work at the edge of their comfort zones with a variety 2-D and 3-D materials and processes. Students engage with illusion, abstraction, metaphor, self-reflection, nature, culture, and more as they respond in innovative ways to prompts and parameters with a balance of structure and open-endedness.

Credit: 0.5

Art History I surveys a selection of sculpture, painting, and architecture in the Western tradition, from prehistoric caves to Early Renaissance masterpieces. Students participate each day in guided discussions of artworks. Various assessments gauge recognition and recall of artworks and vocabulary while fostering critical thinking and sound writing skills. Qualified students are encouraged to prepare outside of class, with the teacher’s guidance, for the Art History Advanced Placement Examination. 

Credit: 0.5

Art History II surveys a selection of sculpture, painting, and architecture in the Western tradition, from Romanesque Art to contemporary masterpieces. Students participate each day in guided discussions of artworks. Various assessments gauge recognition and recall of artworks and vocabulary while fostering critical thinking and sound writing skills. Qualified students are encouraged to prepare outside of class, with the teacher’s guidance, for the Art History Advanced Placement Examination. 

Credit: 0.5

This course introduces students to the art and architecture of the greater Mediterranean world, exploring how these traditions built upon one another to set the scene for Medieval, Renaissance, and contemporary visual culture. Beginning with the earliest evidence for symbolic representation in African and European Paleolithic contexts, students will explore why this uniquely human phenomenon emerged 60,000 years ago, while developing skills in critical visual analysis, contextual analysis, comparison, and interpretation. These techniques will guide our study of Neolithic and Bronze Age art of the Mediterranean and Near East, focusing on the intersection of art, power, and cultural contact. Students will build on these themes through in-depth study of the rich visual culture of the Classical world, paying particular attention to the influence of Greco-Roman art in the Renaissance and the influence of these traditions on contemporary aesthetics. The course concludes by introducing the art and architecture of the Early Medieval world, where Byzantine, western European, and Islamic traditions collide in fascinating new ways. Individual and group projects, brief student-led presentations, and guest lectures from leading experts occur throughout the course. (Note: This course is not offered every year.)

Credit: 0.5

This course engulfs students in contemporary journalism, including social media, and it asks that students truly examine their own media consumption. Students learn communications theory, history, and broadcasting history as well as social media and the impact of media on society. Students will read and write critiques of contemporary news stories, as well as monitor their media consumption in addition to writing news stories for a short-form newscast. The class will develop a television podcast to demonstrate their understanding of social media and its impact on their everyday lives.

Credit: 0.5

In Film Studies I, students trace the evolution of the moving image from the earliest shadow shows to contemporary film. Students explore the critical elements and the seminal innovators who have contributed to the artistic and technical developments of film. Offering hands-on experience in filmmaking with an emphasis on writing, editing, and directing, this course aims to present students with a broad introduction to the world of film.  

Credit: 0.5

Film Studies II is designed for the student who has completed Film Studies I and seeks to develop more advanced filmmaking and editing techniques with a stronger emphasis on writing, camera techniques, and photography. Students enjoy greater access to technology and have the opportunity to explore special effects and cinema techniques in the areas of lighting design, props, green screen projection, composition, and public service announcements (PSA). 

Credit: 0.5

This course is designed for the accomplished student who has completed Film Studies II and who seeks to develop more advanced filmmaking and editing techniques with a stronger emphasis on writing. Students enjoy greater access to technology and have the opportunity to explore special effects and cinema techniques in the areas of lighting design, props, rear-screen and blue-screen projection, composition, and stop-motion animation. 

Credit: 0.5

Are you the next great sportscaster, or do you just enjoy watching your classmates score that winning goal? Either way, athletic broadcasting is a great way for you to make a big impact on the school. You will learn how to film sporting events, the correct way to commentate, and how to operate the computer or audio mixer to control our live-streaming coverage of varsity sports. The NA-TV team works at most home varsity games to provide coverage and a public face for Norfolk Academy to the community, our parents, grandparents, friends, and potential college coaches. Each week there is a scheduling meeting where broadcast assignments are made; usually students can pick and choose the games they want to cover unless the team is extremely busy on a particular day. The broadcasting team is open to all students in grades 9–12 and runs for each athletic season, after school, as a separate team. If students complete the requirements for working on NA-TV for two seasons, they will earn a 1/2 arts credit towards graduation.

Credit: 0.5

The school’s yearbook is a scheduled activity, carried out over two years, for which students may earn a fine arts credit. Yearbook staff not only exercise creative control over the yearbook’s theme, layout, and 300+ pages, but they also learn lessons in photography, graphic arts, copy editing, and publications production, skills which are applicable to the professional world after high school. Each staff member is assigned to multiple spreads throughout the publication which cover the most traditional and popular events at Norfolk Academy. Students also have the ability to learn some skills in Photoshop and to hone in on page design which includes spacing, template design, and journalism. Many students obtain editorial positions as upperclassmen. The production of the yearbook is a two-year commitment.

Credit: 1

This semester-long, elective course for juniors and seniors exposes students to a more detailed understanding of African American history than is covered in the required U.S. History course. Students will study African American history from pre-modern Africa and the African slave trade to the present day. Special focus will be on the lives of free and enslaved African Americans in antebellum America, the Civil War and emancipation, the civil rights struggles of Reconstruction, the rise of Jim Crow, and the long history of the twentieth-century civil rights movement. Additionally, students will sharpen their essay-writing skills with a review of a book of their choice by a historical Black author or a book about African Americans in the nation’s history. To enroll, students must have either already completed U.S. History or be concurrently enrolled in U.S. History.

Credit: 0.5

This semester-long elective course focuses on the greatest geopolitical challenges facing the United States today: China, Russia, and the Middle East. The People’s Republic of China is the United States’ only “near-peer competitor.” The last few decades have seen unprecedented Chinese military expansion, but its economy and society are showing increasing signs of strain. Though its economic potential is dwarfed by the United States and China, Russia continues to “punch above its weight” with its military and security services (such as its invasions of Ukraine). Finally, in the Middle East (broadly defined), terrorism and the wars in Iraq and Afghanistan have been replaced in importance by a growing “Cold War” between Sunni and Shiite states (the latter led by Iran). The Arab-Israeli conflict also remains as relevant and combustible as ever. This course is open to all juniors and seniors as an elective. To enroll as a sophomore, students must be concurrently enrolled in Western Civilization.

Credit: 0.5

Introduction to World Religions is a semester-long, elective course that seeks to expose students to the histories, varieties, and value systems of the major world religions. Included for special attention are Buddhism, Jainism, Confucianism, Daoism, Shinto, Zoroastrianism, Judaism, Christianity, and Islam. Significant, although smaller, faiths (e.g. Sikhism, Baha’i, and primitive or indigenous religions) receive proportionate attention. This course seeks not to compare or judge religious faiths, but rather to familiarize students with different belief and faith systems. Students complete a semester project that involves either authoring a critical response to a controversial book, researching an answer to a prosposed question, or creating artwork that reflects an aspect of the religions studied in class.

Credit: 0.5

This semester-long, jointly-taught course for juniors and seniors explores the history of the Americas from the cosmological beginnings of the Andean and Mesoamerican cultures to present day. We will examine the indigenous societies of the hemisphere, the sources and patterns of European overseas expansion, and the developing connections between Europe, West Africa, and the Americas. Topics for discussion will include the following: demographic and ecological changes brought on by migration, disease, and conquest; the transformation of indigenous societies and the development of the new “settler” societies and economies; the rise of the slave trade and the plantation complex; the development of hybrid religious cultures; the growth and expansion of European empires; independence movements in the Americas; and postcolonial strife and progress. The course also explores neocolonialism, nationalism, revolution, capitalism, narcoculture, and immigration.

Credit: 0.5

This course is designed to introduce students to all of the basic concepts of microeconomics and macroeconomics. Students will learn how markets operate and interact by exploring supply, demand, factors and costs of production, and competition. They will also gain insight into aggregate economic issues and how those issues influence fiscal, monetary, and governmental policy and action on a national and international level. Guest speakers will share their knowledge on topics including investment, entrepreneurship, international trade, and historical interpretations of economic philosophy. Opportunities will be provided for students to participate in semester-long and single-day stock market competitions.

Credit: 1

“We aim to prepare students to become useful and responsible citizens of a democracy.” ~Norfolk Academy Statement of Philosophy 

These semester courses for seniors occupy a very important place not only in the History and Social Sciences curriculum, but also within the pedagogical philosophy of the school as a whole, which aims to produce the citizen-scholars necessary to maintain the health of our American democracy. Equally, if not more importantly, these courses will provide students with opportunities to further cultivate the habits of mind requisite to the exercise of responsible citizenship and civic engagement. We hope that this study of political theory and practice will kindle a life-long dedication to serving our communities—local, national, and global. Finally, these courses challenge seniors to continue developing their abilities to exercise responsible rhetoric in both the spoken and written word, to engage in respectful and productive dialogue with others, to work cooperatively to achieve goals, and other critical thinking skills necessary to succeed at the college level.

All seniors must choose one of four, first-semester courses—American Political Foundations, Constitutional Law, Twentieth Century United States: Politics, Society, and Culture, or Western Political Philosophy from Plato to the Present—before completing the capstone course in American Government during the second semester.

The following five semester courses make up the Political Science course selections.

This second-semester, required, capstone course for seniors will introduce the fundamental principles of American government, political processes, and the rights and responsibilities of citizenship. Proceeding from an understanding of the Constitution, we will examine the key institutions, roles, and behaviors through which our American democracy operates, including Congress, the Presidency, the federal bureaucracy, and the courts; political parties and elections; public policy; and civil rights and civil liberties. By developing greater fluency in political language and concepts, students will develop a better understanding of the different perspectives that shape the American political landscape and prepare themselves to take part in it.

Credit: 0.5

This first-semester course for seniors guides students to discover the philosophical underpinnings that helped build a fledgling nation into the strongest, democratic republic in modern history. Students will sample philosophy, psychology, history, and political science as they discover their own political selves and how they fit into the American political system. Topics include the meaning and function of politics; philosophical understandings of human nature; political socialization and public opinion; American political culture and beliefs; and constitutional foundations.

Credit: 0.5

This first-semester course for seniors is an in-depth study of the Supreme Court’s rules on speech, press, privacy, searches, and much more. The course covers how our Constitution operates, laying the foundation for the required, second-semester course in American Government, and how the 1st, 2nd, 4th, 5th, 6th, 8th, 9th, 10th, and 14th Amendments are protections for everyone. In the end, students will understand how the decisions of the nation’s highest court impact their own lives. In Constitutional Law, students will learn to understand our nation’s founding documents, explore precedent-setting Supreme Court cases, and tackle difficult questions about what the Founding Fathers really intended. Students will also build a foundation for evaluating future judicial decisions based on Supreme Court precedent.

Credit: 0.5

This first-semester course for seniors will expose students to current, hot-button issues in the American political and legal landscape. Such issues have included the death penalty, an assault weapons ban, affirmative action, abortion, and immigration. Students will learn about each topic through articles, videos, case law, and their own research and have the opportunity to debate the topic with classmates. Students will practice research, writing, and public speaking skills in an encouraging and collaborative classroom environment.

Credit: 0.5

This first-semester course for seniors uses the mediums of film and popular music to examine the social history of the United States from the Cold War until today. Over the course of the last century, both film and popular music have emerged as two of the preeminent avenues for American cultural expression. Together these mediums have time and time again been used to explore the fundamental question of what it means to be an American, and when viewed as historical resources, they can give us unparalleled access to our collective past and our historical memory. We will use film and music to examine themes of war, social justice, and the distance between the American dream and the American reality. As we dissect both screenplays and song lyrics, students will develop their analytical reasoning, analytical writing, research, and public speaking skills. The class will culminate in a final project which will enable students to demonstrate depth of inquiry as they wrestle with the music and movies of today and what these works say about our greatest fears and desires as Americans.

Credit: 0.5

This is a full-year, elective course for juniors and seniors interested in studying introductory psychology at the college level and for those preparing to take the Psychology Advanced Placement Examination. The course provides an overview of psychology from both the social science and natural science perspectives. First-semester lectures, readings, and films will focus on the history of, and approaches to, the study of psychology, research methods, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation, and emotion. Second-semester topics include issues in human development, personality theory, testing and individual differences, abnormal behavior, treatment of abnormal behavior, and social psychology.

Credit: 1

This is a semester-long, political science elective focusing on the formulation and execution of contemporary American national security strategy. The course focuses first on policy formulation at the National Security Council level and within the legislative branch. The second theme is diplomacy, with special attention paid to the Foreign Service and how an embassy’s Country Team functions on a practical level. The third theme is intelligence; we discuss not only the “human intelligence” so beloved in movies, but also lesser known but vital aspects such as signals and image intelligence. The course culminates in a detailed discussion of the largest component of the U.S. national security bureaucracy: the Department of Defense. In addition to this material, students in the course also follow contemporary world politics closely. This course is open to all juniors and seniors as an elective. To enroll as a sophomore, students must be concurrently enrolled in Western Civilization.

Credit: 0.5

This required course for eleventh-grade students covers the nation’s political, social, and economic history from initial European expansion to the present day. Interpretations of primary and secondary readings and class discussions comprise key components of the course. Students develop and sharpen analytical and writing skills through the strategic use of available technology and through a culminating term paper or project devoted to solving an American historical problem using extensive research and formal citations. Accomplished students may elect to take the U. S. History Advanced Placement Examination, but the syllabus does not adhere to the AP curriculum.

Credit: 1

This elective course for tenth-grade students takes a largely chronological approach to Western Civilization from the origins of Greek Humanism and Christianity through the present. Areas of emphasis include political developments and theories, economic patterns, social trends, cultural trends, and Western interactions with the wider world. Through readings, lectures, and discussions, students are exposed to a variety of historical interpretations and primary sources. This course emphasizes the acquisition of fundamental historical thinking skills that are the foundation for further historical study in the Upper School.

Credit: 1

Ninth grade students extend their understanding of the world by examining the impacts of imperialism on culture and history with a focus on non-Western experiences. Students continue to study the relationships between geography and culture, between belief and conflict, and between technological and ideological change. The course guides students in comparing the norms of non-Western cultures with those of our own and in challenging residual forms of stereotyping and prejudice. Contemporary issues constitute key points of emphasis to enhance student awareness of how culture influences human behavior, state action, and ultimately international relations. The students hone their analytical, critical thinking, and writing skills by producing advanced research projects.

Credit: 1

Advanced Statistics is a one-semester course open to those students who have completed or are currently taking Calculus AB or BC. This course adheres to the AP Statistics syllabus and is designed to prepare students to sit for the Statistics Advanced Placement Examination which can garner them credit for a university-level, one-semester, statistics course, depending on the score earned.

Credit: 0.5

Algebra II provides a review and extension of the basic algebraic concepts from Algebra I and geometry. Students discuss, represent, and solve increasingly sophisticated, real-world problems using algebraic and graphing techniques. They will use a graphing calculator to enhance their understanding of mathematical concepts. They study the properties and the algebra of functions, systems of equations and inequalities, as well as applied trigonometry.

Credit: 1

Algebra II AB moves at a fast pace with challenging problems. It provides an extension of the algebraic concepts from Algebra I and geometry. Students discuss, represent, and solve increasingly sophisticated, real-world problems using advanced algebraic and graphing techniques. They will become proficient on the graphing calculator. They study the properties and the algebra of functions, systems of equations and inequalities, as well as applied trigonometry. Additional topics include matrices, sequences and series, and probability. Students are recommended for this course based on their previous performance in Algebra I, Geometry, 9th grade test scores, and their teacher’s recommendation.

Credit: 1

Algebra II BC is an intensive, accelerated course intended for the accomplished student with the proven motivation to prepare for advanced mathematics courses. This course provides students with a sound understanding of all elementary functions, from linear functions through the trigonometric and circular functions, and explores sequences, series, matrices and determinants, data analysis, and probability. They will become proficient on the graphing calculator. Students are recommended for this course based on their previous performance in Algebra I, Geometry, 9th grade test scores, and their teacher’s recommendation.

Credit: 1

Calculus is a twelfth-grade course for students who have successfully completed Precalculus and would like to explore the major concepts of calculus in high school. Students review essential precalculus topics before progressing to the study of limits, the derivative, and the foundations of differential and integral calculus, and apply these topics to business, economics, and the biological sciences. Preparing students for the Advanced Placement Examination is not a goal of this course.

Credit: 1

Calculus AB is a course in single variable calculus that includes techniques and applications of the derivative, the definite integral, and the Fundamental Theorem of Calculus. This senior-level course is equivalent to at least a semester of calculus at most colleges and universities. Students master algebraic, numerical, and graphical representations throughout the course. To shift the emphasis from mere computation to a deeper understanding of concepts, students use a graphing calculator. Students must exhibit a willingness to work both in and out of class, a willingness to collaborate with classmates to foster mutual understanding, and a sincere intent to place out of first-semester, college calculus by scoring well on the Advanced Placement Examination. A Precalculus grade of at least 95 and a Math PSAT or SAT of at least 600 are required to take Calculus AB.

Credit: 1

Calculus BC is a course in single variable calculus that includes all the topics of Calculus AB plus additional content in differential and integral calculus including parametric, polar, and vector functions and series. This course is equivalent to at least a year of calculus at most colleges and universities. Students master algebraic, numerical, and graphical representations throughout the course. A graphing calculator is used so that students might identify and elaborate upon the connections among various representations of functions. Students must exhibit a willingness to work both in and out of class, a willingness to collaborate with classmates to foster mutual understanding, and a sincere intent to place out of first-year, college calculus by scoring well on the Advanced Placement Examination. The prerequisite course is Precalculus BC.

Credit: 1

Computer Science: Object-Oriented Programming in Java is a comprehensive programming course that is a great foundation for students interested in technical fields, engineering, and other areas that require a computer science course in the curriculum. After successful completion of the course, students will be prepared to take the Computer Science A Advanced Placement Examination. Students will develop problem-solving and logical thinking skills. Topics include computer systems, object-oriented program design concepts and implementation, classes, strings, arrays, recursion, and analysis of algorithms. Standard Java classes and methods will be used as students develop Java applications. Students must have completed Algebra II AB/Algebra II BC and/or Introduction to Computer Science to enroll in this course.

Credit: 1

Ninth-grade students explore geometry as an axiomatic system: they learn to accept the undefined, formulate definitions, establish axioms, and prove theorems. In addition to basic solid geometry, students master parallelism, perpendicularity, congruence, similarity, right triangles, parallelograms and other special quadrilaterals, coordinate geometry, and circles and their segments. Indirect and direct proofs, constructions, applied problems, and outside projects are all part of this course of study.

Credit: 1

Integrated Mathematics is a course designed for 9th grade students new to Norfolk Academy who have previously taken Geometry and Algebra. The course weaves together the concepts from these two foundational courses into an in-depth experience designed to create problem solvers who have mastered the concepts of Geometry and Algebra I, who are fluent in their procedures, and who can apply their learning to real-world situations. This course is offered as needed.

Credit: 1

Introduction to Computer Science broadly introduces students to the field of computer science and how it relates to other fields by looking at five major concepts: creative development, data, algorithms and programming, computer systems and networks, and impact of computing. Students will develop computational thinking skills as they explore these topics, including introductory programming skills. Students will design and implement a computer program that might solve a problem, enable innovation, explore personal interests, or express creativity.

Credit: 1

Multivariable Calculus is a one-semester course for those students who have completed Calculus BC. Topics will include the geometry of Euclidean Space, differentiation of vector-valued functions, and double and triple integrals.

Credit: 0.5

Precalculus completes the formal study of the elementary functions begun in Algebra I and continued in Algebra II, including polynomial, power, rational, exponential, and logarithmic functions. There will be a greater emphasis on critical thinking and real-world modeling. Students use these skills to study circular functions, trigonometric inverses and identities, and applications of trigonometric functions.

Credit: 1

Precalculus AB completes the formal study of the elementary functions begun in Algebra I and continued in Algebra II, including polynomial, power, rational, exponential, and logarithmic functions. There will be a greater emphasis on critical thinking and real-world modeling. Students use these skills to study circular functions, trigonometric inverses, identities, and their proofs and applications of trigonometric functions. Additional content includes parametric equations, limits, and continuity. Recommendation into Precalculus AB will be made by the Algebra II or Algebra II BC teacher. 

Credit: 1

Precalculus BC is designed to prepare students who have a passion for math and high achievement in previous math classes for integral calculus. This rigorous course extends the concepts of intermediate algebra and introduces various topics of college algebra and calculus. Precalculus BC topics include a detailed study of functions and their graphs, a review of polynomial, power and rational functions, a look at the theory of equations, and an investigation of the exponential, logarithmic, and logistic functions. Additional content includes trigonometric functions and analytic trigonometry, analytic geometry, parametric equations, polar equations, discrete mathematics, limits, continuity, and differential calculus. Recommendation into Precalculus BC will be made by the Algebra II BC teacher.

Credit: 1

The Statistics course develops educated producers and consumers of statistics. Students explore basic descriptive and inferential statistics, engage in the exploratory analysis of data, and make use of graphical and numerical techniques to study patterns and departures from patterns. They test mathematical conjectures about relationships among variables by using published data sets or data sets collected through means of statistical inference. Students use models to draw conclusions from data and then test the durability of mathematical models with inferential statistics. This course is for seniors who are currently enrolled in Precalculus, Calculus, or Calculus AB or no other math course.

Credit: 1

Advanced Anatomy & Physiology employs a systemic approach to the study of anatomy and physiology and is intended for high-achieving students interested in pre-health fields. Students will learn both gross and microscopic anatomy of major body systems: skeletal, muscular, nervous, cardiovascular, digestive, respiratory, and reproductive. Students will engage in lectures, laboratories, dissections, and gain exposure to medical connections within each unit. Laboratories will explore sports physiology, nutritional impacts on the body, and employ engineering and design principles in the construction of support braces. Successful completion of Advanced Biology, Inorganic Chemistry II, or Organic Chemistry is required for this course.

Credit: 1

This course explores the fundamental concepts of living systems from a molecular point of view. A goal of this course is to convey the importance of science (specifically biological research) to everyday life. Students master the many facets of DNA, including current research techniques and related ethical issues. Laboratory work heightens creative and problem-solving abilities. Accomplished students are encouraged to take the Biology Advanced Placement Examination at the end of the year. Successful completion of Chemistry or Inorganic Chemistry I and completion of or concurrent enrollment in Physics is required to take Advanced Biology as a junior.

Credit: 1

Advanced Physics – C is a calculus-based, second-year, physics course. It provides a more quantitative look at the concepts covered in Physics: Mechanics and Electromagnetism. Students will use calculus and extended laboratory investigations to develop their understanding of forces, energy, waves, and circuits. As needed, students will be introduced to basic concepts of multivariable calculus, vector calculus, and differential equations. Students will have the opportunity to create their own lab twice during the year to investigate concepts of particular interest to them. This course prepares students for the Physics C Mechanics and the Physics C Electromagnetism Advanced Placement Examinations. Students must have completed or be concurrently enrolled in Calculus BC in addition to completing Physics: Mechanics and Electromagnetism with an average of 92 or higher to enroll in this course.

Credit: 1

Ninth-grade Biology is a yearlong, lab science course. The first semester uses a cellular and molecular approach to engage students in the fundamental study of life. Students investigate topics ranging from introductory biochemistry, cell structure/function, energy/metabolism, genetics, and heredity. The second semester covers topics ranging from human genetics to bioethics, evolution, forensics, and human anatomy/physiology.

Credit: 1

As the central science, chemistry provides students with an understanding of the why of biology and the what of physics. Each sophomore will take either Chemistry or Inorganic Chemistry I.

Ecosystem Dynamics will explore the physical, chemical, and biological components of a variety of ecosystems with emphasis on the Chesapeake Bay. Through an intense, hands-on approach, students will develop an appreciation for the complexity and interconnectedness of ecosystem structures and how human activities influence ecosystems. Emphasis will be interdisciplinary and focus on scientific methodology, research studies, and primary literature reviews of essential topics. The main goal of this course is for the student to be more responsible for their natural environs and be able to recognize and properly respond to current environmental issues that influence their community. 

The goal of this hands-on, project-based course is to introduce students to the broad and diverse fields of engineering through practicing the engineering design process. Teams of students work collaboratively to research, design, build, and test their solutions to the problem under investigation. The course will push students to think both critically and creatively and to try new things that might not work. Through design competitions, students will learn to use tools in the classroom, in the woodshop, in the studio, and on the computer. Students enrolling in this course must possess a strong willingness to work collaboratively with their peers, to create solutions from scratch, and to think outside-of-the-box. To enroll in this course, students must be recommended for and concurrently enrolled in AB/BC Calculus and have taken Physics: Principles of Engineering or Physics: Mechanics and Electromagnetism. Enrollment is limited, and should interest exceed course capacity, the final selections for registration will be based on performance in junior-level physics and math.

Credit: 1

This middle school EDI course is a continuation of our incredibly popular lower school EDI course. At the middle school level, students focus on fewer topics, but dive deeper into each one. Our project-based curriculum focuses on practical applications of engineering topics such as CAD, structural engineering, circuits, computer science, and more. By structuring projects that focus on a specific end user, students gain empathy and can see the direct impact they have on their community. Furthermore, this course affords students an opportunity to use their hands to design and build as well as learn how to use new technology and tools such as 3D printers and laser cutters. The goal of the course is for students to gain a sense of accomplishment through perseverance, creativity, and entrepreneurial spirit.

Credit: 0.5

This course for juniors and seniors begins by reviewing the content explored in the tenth-grade chemistry curriculum. The primary goal of Inorganic Chemistry II is to help students prepare for their university experience; therefore, this course explores many areas of chemistry including atomic structure, states of matter, solution chemistry, thermochemistry, kinetics, equilibrium, acid/base, and redox. Inorganic Chemistry II is a problem-based learning environment where students will use a variety of presentation tools to explain and solve problems in today’s society. Students will perform a variety of labs that will introduce them to basic laboratory procedures and equipment that will be central to a science experience in a college laboratory. Students will also read and evaluate professional scientific journals. This course is offered every other year, alternating with Organic Chemistry. Students should be well prepared to take the Chemistry Advanced Placement Examination if they elect to do so.

Credit: 1

Organic Chemistry is designed for select juniors and seniors who plan to pursue an area of college study in the medical, biomedical engineering, or chemical engineering fields. In the first semester, the course will provide a rigorous introduction to the basic concepts of a college-level, introductory organic chemistry course, including drawing bond line diagrams, structure and function of major functional groups, chemical nomenclature, reaction mechanisms, and instrumental analysis. The second semester will take a hands-on approach to understanding how the structure and function of nutrition, medicine, and drugs impact the major systems of the human body. This course is offered every other year, alternating with Inorganic Chemistry II.

Credit: 1

The physics course introduces the main principles of physics, which is modeled on the College Board’s Physics 1 curriculum: “an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits.” Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills. We will also explore the history of natural philosophy, astronomy, cosmology, and other topics as time allows, and emphasize the development of problem-solving ability. Knowledge of algebra and basic trigonometry is necessary. Students cannot register for this course while taking a BC-level math class.

Credit: 1

Physics: Mechanics and Electromagnetism is an algebra-based course, equivalent to a first-semester college physics course. It provides a qualitative understanding of physics fundamentals for the humanities-oriented student and a foundation for students interested in the applied sciences, medicine, engineering, and the more mathematically rigorous courses offered at the college level. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound. It will also provide an introduction to electrostatics and electric circuits. This course prepares students for the Physics 1 Advanced Placement Examination. Students must be in AB- or BC-level math to take this course.

Credit: 1

This course is an algebra-based course that goes beyond a basic understanding of physical concepts and trains students on the application of the concepts to real-world problems. The course provides a qualitative understanding of physics fundamentals for the humanities-oriented student and a foundation for students interested in the applied sciences, medicine, and engineering fields. Topics covered include Newtonian and fluid mechanics, sound, harmonic motion, and electric circuits. The course will provide students an opportunity to learn the foundational material of each topic, then through design and creation of hands-on projects, test their knowledge of the material. To enroll in this course, students must be recommended for AB- or BC-level math.

Credit: 1

Level II students build upon the vocabulary, verb forms, and structures learned in Level I by adding more sophisticated words on home and family life, school life, and leisure activities. Past tenses (preterite and imperfect) and commands (imperative) are introduced as well as other pronouns (relative, demonstrative, possessive) towards the end of the year. Also, there is a greater emphasis placed on prepositions. The target language is used for the majority of the instruction as well as during lectures on culture and geography.

Most students, but not all, attain the CEFR level of A2 by the end of the course. The equivalent ACTFL level is Intermediate Low. The expectation is that students can read most street signs, emails, and lists, and be able to carry on a very short conversation (ordering food, meeting someone new, etc.) unprepared.

Credit: 1

Level III students review all the vocabulary and grammar learned in the first two years, focus more intently on reading and listening comprehension of authentic short passages, and begin to pivot toward presentational speaking. Some classes read longer texts (children’s novellas, etc.). Vocabulary about health, sports, and daily activities feature prominently. The future tense and subjunctive mood are the new verb forms learned, and complex structures with conjunctions are introduced. Idiomatic expressions and transitional terms begin to be incorporated into students’ prose.

A majority of the students find themselves halfway to the CEFR level of B1 by the end of the course. The equivalent ACTFL level is Intermediate Mid/High. The expectation is that students will be able to answer questions asked of them without any preparation and will be able to talk for a minute on a topic that they’ve prepared. Newspaper articles are understood with some confidence. Following the third year, students are well prepared to participate in Norfolk Academy’s reciprocal international exchange programs.

Credit: 1

Level IV students move from mere competency to proficiency as a greater focus is made on presentational speaking. Exercises are done frequently to maintain levels of interpersonal speaking and writing. Consequently, vocabulary on larger social concerns like the media, the environment, and politics is acquired. The conditional and conditional past are learned, as well as a review of the subjunctive mood. Longer, more complex works may be read in class (novel, play, short story, poetry).
Almost all students attain the CEFR B1 level by the end of the course. The equivalent ACTFL level is Intermediate High/Advanced Low. The expectation is that students should be able to comprehend native speakers in a conversation and should be able to gather the gist of television and radio programs. Newspaper articles are understood. Writing using compound and complex sentences is expected.

Credit: 1

High performing Level III students as well as those continuing from Level IV compose the Level V class. The focus is purely on proficiency, both in oral and written expression. Current events and 20th-century history are a few of the topics covered. Textbook use is augmented by more authentic items from all media. Developing one’s lexicon becomes an emphasis.

Credit: 1

This largely discussion-based course is intended for advanced Spanish students who have successfully completed their first five years of study, taken the AP exam, and who are hoping to major or minor in Spanish in college. Designed with student input, the course will take a contemporary look at issues in the Spanish-speaking world through different media and authentic sources. By the end of the year, students should be confident Spanish speakers and writers who can function independently in a variety of academic and social contexts in the target language.

Most students attain the CEFR B2 level by the end of this course and some will begin developing language skills at a C1 level. The equivalent ACTFL level is Advanced Mid/High.

Credit: 1

After three years of building fundamental skills in reading comprehension, grammar, and vocabulary through the use of The Cambridge Latin Course, students in Latin IV will make the transition to reading real, unadapted Latin literature using the Legamus Transitional Reader series. In the first semester, students will explore Latin prose and rhetoric by reading selections from the works of Cicero. In the second semester, the focus will shift to studying poetry, poetic devices, and meter through readings from the works of Ovid. Building vocabulary and grammar skills will continue to be important in this course, but students will also learn to critically analyze and comment on the literature they are reading.

Credit: 1

In Latin V/VI, students study Julius Caesar and Vergil, authors whose works are required for the Advanced Placement Examination. Those authors are taught in alternating years. This course moves beyond the basic mechanics of the Latin language into the realm of literary analysis. In the process, students will study the vocabulary, grammar, rhetoric, history, and cultural background necessary to understand, critically analyze, and write about the text.

In Latin V/VI Caesar, students read many selections from Julius Caesar’s Commentarii De Bello Gallico in Latin and then read additional selections in English. Students will gain a greater understanding of Julius Caesar as a literary figure, a military leader, a politician, and eventually a catalyst for the political upheaval that led to Rome’s shift from republic to empire in the 1st century BCE.

In Latin V/VI Vergil, students will read selections from Vergil’s Aeneid in Latin and then read the entire work in English in addition to works from authors of Rome’s Golden Age thereby gaining a deeper understanding of the socio-historical context in which Vergil composed his epic about Aeneas’ legendary journey from Troy to found Rome.

Credit: 1

Latin Seminar is the capstone course for post-AP seniors. Courses can be taken in succession or each one-semester course can be taken independently.
In Seminar I, the fall semester, students read selections from Ovid’s epic masterpiece, the Metamorphoses. As they translate, discuss, analyze, and orate, they work towards a comprehension of Latin that is based in understanding the Latin itself, rather than filtering it through English, and appreciating its literary merit. In Seminar II, the spring semester, students go from reading Latin to writing it, and from literary discussions to philosophical ones. They study ancient philosophers culminating in the study of Stoicism. Students read excerpts of Seneca’s Epistulae Morales in Latin and also read the entirety of emperor Marcus Aurelius’ great work, the Meditations, in English.
All along the way, they hone their Latin skills—and therefore their thinking, arranging, analyzing, and appreciating skills—by writing their reactions and ideas in their own original Latin.

Credit; 0.5