Upper School Course of Study

The standard program for students in grades nine through twelve is six courses per year, plus Physical Education, and certain extra required courses that meet once or twice per week, such as Art History, Health, Personal Finance, and Freshman, Sophomore, Junior, and Senior Seminar. A program of fewer than six courses or more than seven courses may be taken only with the approval of the Upper School Director. Each student is guided through the course selection process by an advisor. At the end of each year, the student's school transcript is reviewed in order to be certain that requirements are being fulfilled and appropriate electives taken.

Independent Study
BWL's Independent Study Program provides opportunities for highly motivated 7th–12th grade students to explore a particular subject or topic of interest, while developing the skills to produce high-level academic projects. The program is designed for students who are excelling in a specific subject area and want to expand their knowledge through independent study and mentorship, learning to produce high-quality academic writing, while presenting their ideas and research in a symposium setting.

Eligible students are paired with a mentor teacher in their focused subject area, as well as an Independent Study advisor for weekly meetings. These faculty members provide direction, support, and the skills for students to explore their passions and produce a final project of which they can be proud.

Each Independent Study takes place over either the Fall or Spring term, with a culminating Independent Study Symposium where students present what they have learned and created. 

Service Learning
The Birch Wathen Lenox Upper School has a thriving service learning program. We view service as an essential part of our mission to instill the values of integrity, loyalty, and civility in each of our students, and therefore, we strongly encourage our students to engage in meaningful, impactful service, both inside and outside of our school community. The Service Learning Coordinators are dedicated to helping students find suitable service opportunities.

Senior Project 
Beginning after Spring Break, all seniors will immerse themselves in a professional environment in lieu of the fourth quarter of academic classes. Projects may consist of community service, an internship, or employment. While all projects are subject to the approval of the administration, each student will work with a faculty mentor to secure an appropriate and fulfilling position. 

Students should expect to devote a minimum of 20 hours per week to their project. Students taking AP or Constellation Learning courses in their senior year will participate in a modified Senior Project, while still attending their AP and Constellation Learning classes. 
 

English 9: Foundations of Literature

5 Periods (Required, Freshmen)

In the first year of English in the Upper School, students read a range of literary classics including The Odyssey, A Raisin in the Sun, The Catcher in the Rye, and A Midsummer Night's Dream. The diversity of genres, time periods, and literary styles provides students with a strong foundation as readers. Students develop their writing and critical thinking skills through focused discussion and analytical essays, which increase in complexity over the course of the year. 

English 10: World Literature

5 Periods (Required, Sophomores)

 In nine months, this class touches upon the literary contributions of five continents and covers the four major genres. Through classroom discussions, debates, a healthy amount of writing assignments and grammar as needed, the course intends to shape articulate English students, ready for the upper levels of high school. Texts may include Things Fall Apart, Othello, Night, Frankenstein, The Kite Runner, Persepolis, and others. 

English 11: American Literature

5 periods (Required, Juniors)

This course will examine the development of the American identity from the Puritan era to the present. We will ask three central questions: What is the American Dream as opposed to the reality? What does it mean to be an insider/outsider? How do race and gender affect the lens through which social mobility is both experienced and viewed? Ultimately, students will gain insight into their own lives through the discussion of aspiration, identity, and social class. Authors may include Baldwin, Dickinson, Emerson, Morrison, Fitzgerald, Frost, Hawthorne, Hemingway, O’Brien, O’Connor, Miller, Roth, Plath, Sexton, Whitman, and Wright, many of whose themes coincide with the students’ American History class. 

AP English LIterature and Composition

5 periods (Elective, Seniors, by permission of instructor)

In AP English, students will read celebrated novels, poetry, drama, and short stories ranging from the 16th century to the 21st century. During highly interactive seminars, students will learn to discuss literature, and write about it, based on careful observation of textual details, such as the work’s structure, diction, style, theme, and tone. In addition to rigorous classroom discussions and writing assignments, students will also analyze the historical and cultural context of our different texts. Throughout the year, we will practice the structured writing and close reading skills that will lead to success on the AP Literature and Composition exam in May. Authors include: Chekhov, Ellison, Kafka, Shakespeare, August Wilson, Tennessee Williams, and Woolf, among others. 

BEYOND REALITY: Exploring the intersection of Science and Science Fiction

4 periods (Elective, Juniors and Seniors)

The interaction between science and science fiction is complex and reciprocal. New advances in science lead to speculation as shown in science fiction. At the same time, science fiction serves as a fertile ground for inspiring scientists to push the boundaries of our understanding. This class will explore the interplay between these two interactions by examining the cyclical nature of new advances in science creating new realms of science fiction that in turn help advance science. Examining the difference between hard and soft science fiction and fantasy starting with the earliest beginnings of the Scientific Revolution and electricity as seen in Frankenstein through General Relativity in Interstellar and VR in Ready Player One. Students should be prepared to read and discuss novels and short stories.

FROM THE BOOKSHELF TO THE BIG SCREEN: THE ART OF ADAPTATION

4 periods (Elective, Juniors and Seniors)

In an essay entitled “The Art of Adaptation”, Linda Hutcheon—Professor of English and Comparative Literature at the University of Toronto—writes that “the desire to transfer a story from one medium or genre to another is neither new nor rare in Western culture. It is in fact so common that we might suspect it is the inclination of the human imagination.” The plays of William Shakespeare, for example, have been adapted and reimagined into over four hundred different feature-length films and television series. In this class, we will explore a variety of texts and consider: how does a work, and the way in which it is presented, impact the meaning and our understanding of that piece? More specifically, we will examine how literature-to-film adaptations use similar features (plot structure, character relationships and development, themes, etc.) to engage audiences, reframe and reimagine narratives, and engage in social commentary. Works to be studied may include: William Shakespeare’s Hamlet (1599-1601) and Disney’s The Lion King (1994), Jane Austen’s Emma (1815) and Amy Heckerling’s Clueless (1995), Charles Dickens’ A Tale of Two Cities (1859) and Christopher Nolan’s Dark Knight Rises (2012), as well as Frank Herbert’s Dune (1965) and Denis Villenueve’s Dune: Part One (2021) and Dune: Part Two (2024). 

POETRY OF IDENTITY AND DISSENT: VOICES AGAINST THE GRID (HONORS)

4 periods (Elective, Juniors and Seniors)

The poet Audre Lorde said, “What the poem does…is to recreate a piece of experience that will somehow speak to us across the gap of difference.” Nonconformity can be dangerous -- personally, socially, politically. The poets and writers we will study in this course have been on the outside by choice, fate, or circumstance; their work courageously breaks with traditional forms, creates new language, to explore questions of identity, race, gender, and sexuality. We will start with standards: Walt Whitman, T.S. Eliot, Allen Ginsberg and the Beat Generation, Langston Hughes and the Harlem Renaissance, then continue on with poets such as June Jordan, Audre Lorde, Ethridge Knight, Amiri Baraka, Anne Sexton, Ada Limon, Major Jackson; in addition, we will read contemporary first-person narratives such as On Earth We’re Briefly Gorgeous by Ocean Vuong, We the Animals by Justin Torres, The Yellow Wallpaper by Charlotte Perkins Gilman, The Fun Home: a Family Tragicomic by Alison Bechdel, Citizen by Claudia Rankine, and Lucy by Jamaica Kincaid, as well as works by Virginia Woolf, James Baldwin, Herman Melville, and Ralph Ellison. 

Creative Writing, Original Poetry, and Expository Writing. We will write both our own original poetry, stories, and analytical essays. Students will be expected to approach the texts with curiosity, intensity, and enthusiasm. As this is an honors course, students will be required to conduct research on poets and to independently generate complex and original questions to explore in ten-page papers due every quarter. (Shorter responses will be written weekly).

In the second semester, students will construct their own creative portfolios containing a series of poems or a long narrative work.

LITERATURE OF WAR: THE RAGE OF ACHILLES

4 periods (Elective, Juniors and Seniors)

This course is a study of the first-hand experience of warfare, as expressed in both literature and memoir. Our intention is to understand the role war has played in human society, to examine how war has presented in both fiction and personal remembrance, to study war’s effects on literary trends and styles, and to seek some kind of real understanding of what warfare is like for an individual; what is the soldier’s experience, and what is universal?

Beginning with The Iliad and ending with recent accounts of war in Afghanistan, Iraq, and the Middle East, the class will read, in whole or part, some of the absolute classics of this genre, e.g., the Anabasis of Xenophon’s Ten Thousand, Herodotus’ history of the Persian Wars, Caesar’s Gallic Wars, Jakob Walter’s Diary of a Napoleonic Foot Soldier, the Civil War stories of Ambrose Bierce, Henri Barbusse’s Under Fire, Brendan Phibbs’ The Other Side of Time, Vera Brittain’s Testament of Youth, Guy Sajer’s The Forgotten Soldier, Ronald Glasser’s 365 Days, and Philip Caputo’s A Rumor of War. As well, we will read an enormous array of shorter works and excerpts including a close study of war poets, with an emphasis on World War I. 

World HISTORY I

5 periods (Required, Freshmen)

World History is part of a two-year sequence, with the 9th grade covering material from the Stone Age up to the Renaissance and Reformation. The course will cover both Eastern and Western civilizations, and cultures, and will emphasize comparative political, economic, social, and intellectual developments and interactions. 

World HISTORY II

5 periods (Required, Sophomores)

This course is a continuation of the 9th grade program. Major topics to be treated in depth will include the Industrial Revolution, Nazism, and Communism, World Wars I and II, and the evolving relationships between Europe, Asia, and Africa.

U.S. History

5 periods (Required, Juniors)

This course is designed to introduce students to the major events, topics, themes, and people of American history. It is organized chronologically, moving from the Age of Exploration to the end of the Cold War. Within this framework, emphasis is placed on developing an interdisciplinary understanding of each period. Besides political history, the course stresses economic development and culture and the relationships among them. 

AP US History

6 periods (Juniors, AP by permission of instructor)

This course is an in-depth survey of American history that combines a study of political, economic, intellectual, and social history with training in the techniques of historical analysis. A textbook will supply a basic framework, but most of the reading will be drawn from primary sources and the work of historians. The aim of this course is to broaden the students’ understanding of the nature of history, with particular attention to those groups whose lives and concerns are often omitted from traditional history courses. Discussion is an essential element of the course, and students will be expected to deliver seminar reports in addition to weekly essays; writing assignments will develop the student’s ability to select evidence, analyze sources, and organize ideas. Students who successfully complete additional requirements will be prepared to take the Advanced Placement examination in American History. This course requires intensive writing. 

History of WESTERN POLITICAL THOUGHT (SPRING SEMESTER)

4 periods (Elective, Juniors and Seniors)

Have you ever wondered where our idea of the self as a unique individual originated? Are we authentic, rational, or driven by unconscious desires or biological imperatives? Examining Enlightenment and Western thought, the course will offer a unique exploration of the roots of modern conceptions of self and society. We will explore the works of influential thinkers such as Descartes, Locke, Hume, Locke, Rousseau, Adam Smith, and J.S. Mill, and examine their philosophical foundations in the work of Greek philosophers and St. Augustine, among others. We will conclude with readings from Nietzsche, Freud, and Charles Taylor, who offer their own unique perspectives on self and society. This course will feature nightly readings and weekly reflection papers.

HOLOCAUST & GENOCIDE (FALL SEMESTER)

4 periods (Elective, Juniors and Seniors)

This semester-long course is an attempt to understand the cultural, economic, and political conditions that contributed to the Holocaust and the rise of the Nazi party, as well as the coordinated, systematic destruction of European Jewry between 1941–1945. We will explore the questions, “How could the Holocaust have happened?” and “What is to be learned from such an event?” The course will begin by examining the history of anti-Semitism in Europe and then turn to the factors that helped undermine the nascent Weimar democracy, allowing the Nazis to seize power. In addition to anti-Semitic policies implemented starting in 1933, the course will try to comprehend the psychology of perpetrators, bystanders, and the targets of the “final solution.” Through a range of media, including memoirs, novels, and films, the course will explore the role of memory in preserving the lessons of the Holocaust and shaping historical and current understandings. We will read works by Wiesel, Bellow, and Borowski, among others. Students should be aware that course material will include emotionally disturbing and graphic images, readings, and videos.

How was the 21st Century Made?:  understanding global events since 1990

4 periods (Elective, Juniors and Seniors)

This class picks up where the World History and American History courses often stop: the late 1980s. The goal is to give you a chance to understand the impact of events and developments that took place since then: the dissolution of the Soviet Union, the rise of China as an economic powerhouse, growing income inequality, the invention of the internet, 9/11 and the invasion of Iraq, white nationalism in the U.S. and elsewhere, the tense relations with Russia, and accelerating global climate change, to take some prominent examples. Since there is no satisfactory textbook treatment for almost any of this, we will rely mostly on articles and film. 

MODERN CROSSROADS: THE MIDDLE EAST AND THE ARAB-ISRAELI CONFLICT

4 periods (Elective, Juniors and Seniors)

Modern Crossroads: The Middle East and the Arab-Israeli Conflict is an insightful senior elective history course designed for high school students eager to understand the complex tapestry of recent history in the Middle East, with a particular emphasis on the Arab-Israeli conflict. This course navigates through pivotal events starting from the collapse of the Ottoman Empire and the profound repercussions of World War I, moving through the era of the British Mandate, the contentious partition of Palestine, and the consequential establishment of the State of Israel. Students will explore the intense Arab-Israeli conflicts that followed, the evolution of Palestinian nationalism, and significant wars and peace processes that have shaped the region. Additionally, the course will examine the influential role of international actors and superpowers alongside the social, cultural, and economic developments that have impacted the Middle Eastern landscape. Through a blend of lectures, discussions, and critical analysis, students will gain a comprehensive understanding of the historical roots and contemporary challenges facing Israel-Palestine relations, preparing them to engage thoughtfully with one of the most pressing geopolitical issues of our time.

OUT OF THE CAVE: AN INTRODUCTION TO KNOWING (FALL SEMESTER)

4 periods (Elective, Juniors and Seniors)

The Fall Semester’s philosophy course will introduce students to the fundamental principles of epistemology, the nature of knowledge, metaphysics, the nature of reality, and psychoanalysis, the nature of the subject. Together, as a class, we will read the primary documents of the discipline from the titans of thinking, including but not limited to Plato, Descartes, Spinoza, Hume, and Freud. The students will be expected to be active participants in the conversation, breaking down the texts and building up ideas to contend with them. The students will have regular responses due to me, two or three larger response papers, and I will assign age-appropriate secondary reading material. Though the great minds will guide us, fundamentally the class is about our conversation, bringing ideas to the room, and I will shape the course of the year given our shared interests.

MORALITY AND POLITICS: AN INTRODUCTION TO VALUE THEORY (SPRING SEMESTER)

4 periods (Elective, Juniors and Seniors)

The Spring Semester’s philosophy course will introduce students to moral philosophy, political philosophy, and aesthetics. Each discipline proposes that, with reason, one can come to logically sound, wise decisions. Morals are beliefs about what is right and wrong, politics is the wielding of power, and aesthetics the design of artifacts that animate the world; each of us confronts these fields every single day, and, in this class, we will develop a reasoned approach to contending with them. Together, as a class, we will read the primary documents of the discipline from the titans of thinking, including but not limited to Aristotle, Hobbes, Nietzsche, Marx, Kant, and Greenberg. The students will be expected to be active participants in the conversation, breaking down the texts and building up ideas to contend with them. The students will have regular responses due to me, two or three larger response papers, and I will assign age-appropriate secondary reading material. Though the great minds will guide us, fundamentally the class is about our conversation, bringing ideas to the room, and I will shape the course of the year given our shared interests.

Algebra I

5 periods (Required)

This course is designed to secure the basic skills of algebra. Topics include evaluation of expressions and formulas, properties of numbers, solving linear and quadratic equations, real numbers, factoring, inequalities, relations and functions, graphing, radicals and polynomials, and problem solving. Students also apply algebraic concepts to geometry, statistics, and probability where appropriate. The TI-83 graphing calculator is used not only as an aid in calculation but also to help teach functions and graphing. (Students who have taken Algebra I in eighth grade will take Algebra II in tenth grade.) 

Algebra II

5 periods (Required)

Algebra II is an intensive course where practice in the fundamentals of algebra is continued and extended to include introductions to the more advanced concepts. Topics covered include linear and higher degree equations in one, two, and three variables, inequalities, the quadratic formula, functions, conic sections and complex numbers. A wide range of word problems help students integrate the basic ideas of algebra into their everyday lives as well as other school subjects. The TI-83 graphing calculator is used extensively, not only as an aid in calculating, but also to teach concepts about functions and their graphs. 

Geometry

5 periods (Required)

This course is a study of Euclidean geometry in the plane with some work in three dimensions. Emphasis is given to the logic of geometry and to developing an appreciation of deductive reasoning. Topics covered include parallel lines, congruent triangles, quadrilaterals, similar triangles, the Pythagorean Theorem, circles, and area. Emphasis is also given to problems that apply geometric concepts to real-life situations in areas such as sports, space, biology, health, architecture, geography, history, art, and literature. 

Precalculus

5 periods (Elective, Juniors and Seniors)

This course begins with both a review and an extension of advanced algebraic concepts. The two major topics emphasized are exponential and logarithmic functions and rational functions with asymptotes. The second semester consists of a thorough study of trigonometric functions, graphs, identities, and equations. The course concludes with introductions to sequences. The TI-83 calculator is incorporated into the curriculum and is used daily during class. The course is demanding, and equally stresses applications and skills together with the capacity to develop clear mathematical thinking.

Precalculus Honors

5 periods (Elective, Juniors by permission of instructor)

This course begins with both a review and an extension of advanced algebraic concepts. The two major topics emphasized are exponential and logarithmic functions and rational functions with asymptotes. There is a thorough study of trigonometric functions, graphs, identities, and equations. The second semester includes an introduction to sequences and series, parametric, polar and vector functions, limits, and an introduction to basic rules of differentiation. The TI-83 calculator is incorporated into the curriculum and is used daily during class. The course is demanding, and equally stresses applications and skills together with the capacity to develop clear mathematical thinking.

AP Calculus AB

7 periods (Elective, Seniors, by permission of instructor)

This course will cover the syllabus for the Advanced Placement Calculus AP Examination. Topics covered include limits, rules of differentiation, practical applications of differentiation, Rolles’ Theorem, Mean Value Theorem, extrema, The Fundamental Theorem of Calculus, methods of integration, and practical applications of integration. The TI-84 graphing calculator is used extensively throughout the course.

AP Calculus BC

7 periods (Elective, Seniors, by permission of instructor)

This course will cover the syllabus for the Advanced Placement Calculus AP Examination. Topics covered include limits, rules of differentiation, practical applications of differentiation, Rolles’ Theorem, Mean Value theorem, The Fundamental Theorem of Calculus, extrema, methods of integration, and practical applications of integration. In addition to the topics listed under AB Calculus, students will explore many ideas presented with functions in parametric, polar and vector form. Additional techniques of integration are covered as well as infinite series and Taylor series. The TI-84 graphing calculator is used extensively throughout the course.

AP Statistics

6 periods (Elective: Juniors and Seniors, by permission of instructor)

TThis course will cover the syllabus for the Advanced Placement Statistics Examination. The four conceptual themes in the course are: Exploring Data: Describing patterns and departures from patterns; Sampling and Experimentation: Planning and conducting a study;  Anticipating Patterns: Exploring random phenomena using probability and simulation; and Statistical Inference: Estimating population parameters and testing hypotheses. Students will investigate the properties of many different types of distributions. These include the standard normal, t-, binomial, chi-squared, and others. The inference section includes an in-depth look at confidence intervals. This class will include many real-world situations that are both challenging and interesting. Students will make use of the TI-83 or TI-84 extensively throughout the course.

Calculus

5 periods (Elective, Seniors, by permission of instructor)

This course will cover the fundamentals of calculus, but at a slightly slower pace and intensity than the AP Calculus courses. Topics covered include limits, rules of differentiation, practical applications of differentiation, Rolles’ Theorem, Mean Value theorem, extrema, methods of integration, and (time permitting) practical applications of integration. The TI-83 graphing calculator is used extensively throughout the course. 

Personal Finance

1 period (Required, Seniors)

Once students graduate from high school and the next phase in their adulthood begins, they will be required to make financial decisions for which they may be unprepared. This is a course required for all seniors, with the purpose of ensuring they’ll have the information to make prudent financial decisions. Topics in the course will include how to create a budget, prepare income tax, review bank statements and balance accounts, and invest for retirement. By the course’s end, students will have learned about apartment leases, the purchase of a home, the pitfalls of credit card debt, and the cost of living as it relates to location and projected income. 

Biology

6 periods (Required, Freshmen)

This is an introductory course that covers the basic principles of biological science. Biology is presented both historically and conceptually, relating the material to everyday life wherever possible. In the laboratory, students have the opportunity to gain experience in scientific methods and to observe biological theories in action. The course aims to give students a broad exposure to biological concepts.

Chemistry

6 periods (Required, Sophomores)

This full-year survey course offers students sufficient elementary theory and descriptive material for a complete and thorough program of study. It prepares the student for future science courses both at the high school and college level. The laboratory work stresses understanding of chemical concepts, basic laboratory techniques, and the development of scientific accuracy. The material covered includes stoichiometry, electronic structure, gas laws, chemical bonding, organic chemistry, kinetics, equilibrium and acid-base theory, redox reactions, and nuclear chemistry.

Physics

6 periods (Elective, Juniors)

This is a full-year laboratory-based course that will focus on the laws and principles connected to the concepts of matter, force, and energy. A strong emphasis will be placed on developing an understanding of the physics associated with our daily lives. Set within this context, this course will explore traditional topics such as mechanics, light, sound, and electricity. We will also extend our inquiry into advances being made in the most current lines of research and will probe even further into what scientists believe lies in our future.

AP Biology

7 periods (Elective, Seniors by permission of instructor)

This is a college-level full-year biology course. The content of this course closely follows the syllabus outline of the CEEB Advanced Placement Course Description, and each student has the option to take the Advanced Placement exam. Through this course students receive an in-depth understanding of biological processes and principles. Students will be introduced to such things as biostatistical tools used in research, appropriate computer applications, gel electrophoresis, and other advanced laboratory techniques. Students will also be made aware of the controversial aspects of modern biology and of the professional opportunities available to them. Prerequisite Chemistry and Biology I.

AP Physics 2

7 periods (Elective, Seniors, prerequisite Physics and Precalculus, by permission of instructor)

This is a college-level full-year physics course. The content of this course closely follows the syllabus outline of the CEEB Advanced Placement Course Description, and students will take the Advanced Placement exam in May. This course involves an Algebra and trigonometry understanding of physical phenomena, problem-solving techniques, and, where possible, the application of physics to other disciplines. Topics covered include but are not limited to fluid mechanics, thermodynamics, electromagnetism, waves, and optics as well as modern nuclear physics. A laboratory component is incorporated to give students concrete experience with the concepts that are studied.

CSI: HIGH SCHOOL: UNRAVELING MYSTERIES THROUGH ForensicS

5 periods (Elective, Juniors and Seniors)

This full-year science course will enable students to use the combination of biology, chemistry, and physics to learn about the criminal and civil laws that are enforced by our criminal justice system. Examples of topics that will be covered include investigation of fingerprints, fiber analysis, evidence analysis, poisons, and many more. Students are taught the proper collection, preservation, and laboratory analysis of various samples. This will be a lab-based course that will meet 4 times a week with one double period to enable students to best understand crime data collection.

ASTRONOMY: EXPLORING COSMIC ORIGINS

5 periods (Elective, Juniors and Seniors)

Join us on a captivating journey through cosmic exploration in this comprehensive year-long course. Students will delve into the fundamental principles of studying the heavens, from ancient star gazing to cutting-edge ground and space-based research. The course offers a diverse range of topics, including an exploration of the Big Bang, the lifecycle of stars, the creation of elements, and the dynamics of our solar system. While the course consistently covers basic solar system characteristics, it evolves annually based on student interests and the latest research in the field. Students can look forward to engaging experiences, including possible field trips to a planetarium, enhancing their understanding of celestial phenomena in a dynamic and interactive learning environment. Discover the wonders of the universe with us in this enriching and adaptable course. No prior knowledge of astronomy is required—just a passion for exploring the mysteries of the cosmos!

ADVANCED SEMINAR in scientific research

3 periods (Elective, Seniors)

The Honors Research Seminar is a year-long, immersive course designed for seniors passionate about learning deeply across disciplines, and modeled after a college-level research course. This seminar meets three days per week. The course is structured around the foundational skills necessary for academic research, segmented into 'hard science,' 'soft science,' and 'humanities.' Students will master navigating academic databases, critical analysis of scholarly articles, discerning rigorous research from the questionable, and the nuances of academic writing and bibliography. The first term focuses on building these competencies through thematic studies, and the second term leads students to undertake their own research projects from inception to defense. Admission is predicated on previous grades, statements of interest, and a commitment to the rigor of the course.

Honors Research Seminar Application Criteria
To apply for the Honors Research Seminar, students must meet the following criteria:

• Minimum GPA: 3.2
• Statement of Interest 
  • Format Options:
    • Written Essay (500 words)
    • Multimedia Presentation (video or slideshow, maximum 5 minutes or 8 slides)
    • Artistic Expression (art piece with a 200-word "artist statement")
  • Prompt: Reflect on a time when you discovered that something you believed was true turned out to be false. How did you come to this realization, what did it take to change your mind, and how has the experience changed your perspective on information?

Applicants are encouraged to respond creatively, utilizing storytelling, a historical deep dive, creative writing, and/or traditional research. The statement should also reflect applicants’ connection to research, its impact on society, or their aspirations within the field of research.

Human Anatomy and Physiology

5 periods (Elective, Juniors and Seniors)

This full-year science course will enable students to learn about the structure and function of the various human organ systems. A primary focus throughout the course will be understanding the concept of homeostasis, or how the human body is able to maintain a state of healthy balance despite external changes. This will be a lab-based course and there will be a number of lab activities designed to enable students to understand the inner workings of their own physiological mechanisms.

SUSTAINABLE FUTURES: EXAMINING environmental sYSTEMS

5 periods (Elective, Juniors and Seniors)

Nature-based technologies are increasingly the answer to complex issues faced by cities. The curriculum is composed of ten technology typology sections—Agricultural Terraces, Living Root Bridges, Rice Terraces, Forest Gardens, Aqueducts, Aquaculture, Floating Islands, Waffle Gardens, and Corrals—containing 18 technologies designed by indigenous groups around the world. This exploratory process involving nature-based indigenous technologies, culminates in interdisciplinary, community-led research projects on how to rebuild and reinvent these technologies, presented to real-world stakeholders; a building block for learners, organizations, and innovators to change the landscape of urban, suburban, and rural development to incorporate ancient wisdom and nature-based technologies in their geographic locations.

NEUROLOGY and LEARNING HOW TO LEARN

3 periods (Elective, Juniors and Seniors)

The brain is the last black box of the human body, full of mysteries we are only just starting to unravel. Neuroscience and Learning How To Learn offers students a comprehensive exploration of the brain and its role in the learning process. This elective provides a foundation in neuroscience principles, covering various topics from brain structure, sensory perception, memory formation, and cognitive processes. Through a combination of lectures, experiments, and practical exercises, students will gain a deeper understanding of how the brain processes information, adapts to new challenges, and retains knowledge. Emphasis will be placed on evidence-based learning strategies, allowing students to apply neuroscientific principles to their study habits and academic performance, and to develop a strong sense of self.

ENGINEERING: THE DESIGN PROCESS

5 periods (Elective, Juniors and Seniors)

The Introduction to Engineering Design course is targeted towards upperclassmen who are curious about the exciting field of engineering. Students will engage deeply with the engineering design process, learning to approach complex problems with innovative solutions. Students progress from completing structured activities to tackling increasingly complex, open-ended challenges that enhance their planning, documentation, and communication skills. Collaborative and individual projects enable students to apply systematic thinking and consider critical factors in engineering design such as material choice, human-centered principles, manufacturability, and environmental sustainability. Practical skills in technical representation are developed through Computer Aided Design (CAD) projects where students produce 3D-printed engineering prototypes, develop their own testing protocols to drive decision-making, and iteratively improve their designs. Professional practices are woven throughout the curriculum, including project management, peer review, and environmental impact analysis. Students also explore various engineering disciplines—such as Mechanical, Electrical, Chemical, and Civil Engineering—and discuss possible career paths, alongside the ethical considerations inherent in professional engineering.

CHINESE BEGINNER I

5 periods

This course provides students with a foundational understanding of the Chinese language, focusing on basic structure and vocabulary. Students develop skills in speaking, listening, and comprehension, with an emphasis on Chinese sentence structures. The course introduces students to a new way of representing words through Chinese characters. Through thematic units, students will engage in conversations to enhance their self-expression and communication skills. Additionally, students will gain an understanding of Chinese culture by making comparisons with their own. Students who complete Chinese Beginner I will move on to Chinese Beginner II and Chinese Intermediate courses, which will provide a sequential progression of skills in language learning. 

CHINESE IV

5 periods

This course is conducted entirely in Chinese to foster fluency and reinforce vocabulary and structures acquired in previous courses. Students continue to review basic and intermediate grammar concepts to build a strong foundation for more abstract and advanced elements of the language. Through thematic units, students engage in conversations to enhance their self-expression and communication skills and further develop their vocabulary and communicative abilities. Students attain an increased level of fluency through oral activities, including role-playing discussions and presentations on pertinent topics.

CHINESE V

5 periods

This class enables advanced students to hone their knowledge and foster fluency of both oral and written Chinese. Students focus on practical communication skills such as making recommendations, giving instructions, and offering suggestions. Through thematic units and immersive activities, students engage in conversations and presentations to further their understanding and communication skills. Students also continue to focus on gaining a deeper understanding of Chinese culture.  

French BEGINNER I

5 periods

Covering basic structure and vocabulary, this course provides a strong foundation in speaking, listening, and comprehension for beginning French students. We introduce elementary grammatical and idiomatic structures, as well as appropriate reading material. Students learn to communicate about a variety of topics and engage in conversations to develop their self-expression. Students also gain an understanding of the Francophone culture.

French BEGINNER II

5 periods

This course enables students to develop their confidence and ability to use French in a broader range of situations by building upon vocabulary and grammar learned in French I. Short stories, newspaper articles, various media, and cultural lessons broaden their knowledge and understanding of French culture and serve as a basis for discussions and writing assignments.

French INTERMEDIATE I

5 periods

This course continues to feature a review of basic and more advanced grammar concepts in order to create a strong foundation for abstract and advanced elements of the language. Students further develop their vocabulary and acquire an ever-expanding communicative ability, as well as an increasingly detailed understanding of the Francophone culture. Discussions are conducted in French, and students are expected to ask questions, respond, and discuss in basic French. In addition to written and oral assessments, students are evaluated through personal compositions, reading comprehension assignments, and individual projects. 

French INTERMEDIATE II

5 periods

Intensive study of grammar continues in this course, as students strengthen their language skills by reading short stories, newspaper articles, and poetry. The class is conducted in French to develop fluency. All aspects of language study (reading, writing, speaking, and listening) are addressed. The course includes conversation and discussion, composition, and reading of literary and non-literary texts such as current periodicals. The study of relevant cultural topics continues. 

French: CULTURE AND CONVERSATION

5 periods

This course is designed to further develop conversational skills. With an emphasis on various genres of film, the students will also use newspapers, magazines, the Internet, and other authentic materials to engage in informed discussion and produce skits, as well as oral and digital presentations. The study of grammar focuses on particular difficulties designed to advance the students’ oral and writing proficiency. 

French ADVANCED I

5 periods

This class enables advanced students to hone their knowledge and mastery of oral and written French language. Complex grammatical structures and specialized vocabulary lead the way to a more sophisticated linguistic level and greater cultural insight. Students attain an increased level of fluency through oral activities, including role-playing discussions and presentations on pertinent topics or literary readings. Purposely chosen audiovisual sources empower students to reinforce their aural comprehension. Compositions complying with the French dissertation format are written on a wide variety of subjects.

Japanese BEGINNER I

4 periods

This course introduces students to the Japanese language, focusing on basic structure and vocabulary. Students will develop skills in speaking, listening, and comprehension, while they also become familiar with basic Japanese sentence structure. The elements of the phonetic alphabet of Hiragana and, subsequently, Katakana, are also introduced. Finally, students will gain a better understanding of Japanese culture and through engagement in conversations that compare and contrast their own culture.

Japanese BEGINNER II

3 periods

This class continues to build on the skills acquired in Japanese Beginner I. Students learn new verbs, which allows them to deepen their understanding and develop their ability to compose more informative sentences and to communicate about a wider range of topics. As they improve their knowledge of the layered use of Hiragana and Katakana, students become more proficient at writing and reading Japanese. 

Japanese INTERMEDIATE I

3 periods

Students in this course review previously learned grammar concepts to create a basis for abstract and advanced elements of Japanese. They increase their vocabulary, including the use and formation of adjectives, and acquire an ever-expanding communicative ability. We also introduce the Kanji writing system. We conduct discussions in Japanese, and students are expected to ask questions, respond, and discuss in the target language. We evaluate students through oral and written assessments, reading comprehension assignments, and individual projects.

Japanese INTERMEDIATE II

3 periods

This course reinforces and builds upon the vocabulary and structures acquired in Japanese Intermediate I to foster student fluency in simple conversations. Students further develop their ability to write words in Kanji, using the appropriate strokes and shapes. Students also engage in activities that hone their composition skills, enabling them to write letters and give speeches in Japanese. We conduct discussions in Japanese, and we encourage our students to ask questions, respond, and discuss in the target language.

Japanese V

3 periods

Students in Japanese V increase their ability to express themselves in Japanese through multiple themes and engage in discussions comparing their culture with the culture and heritage of Japan. They continue to further develop their language skills and competency with oral and written communication.

AP Japanese

6 periods (Elective, by permission of Language Chair)

AP Japanese Language is an advanced course emphasizing communication and cultural awareness. Students explore the culture from a contemporary and historical context and develop an awareness of and appreciation for Japan’s social, political, educational, and economic systems. Vocabulary and grammatical concepts are studied with regard to the subject matter, and students further develop aural comprehension, oral skills, and written expression. 

Spanish beginner I

5 periods

This course presents students with thematically integrated vocabulary, grammar, and culture, leading to communication on a wide variety of topics. Students develop the ability to understand, write, and speak Spanish. In partner and group activities, they engage in conversations to provide and obtain information, express feelings and emotions, and communicate opinions. Students gain an understanding of Latin American and Spanish cultures through making comparisons with their own cultures. 

Spanish BEGINNER II

5 periods

This course enables students to develop their confidence and ability to use Spanish in a broader range of situations. They become more proficient communicators by building upon vocabulary and structures learned in Spanish Beginner I. Varied activities and special projects encourage oral and written expression. Students continue gaining an appreciation of Spanish and Latin American cultures through more advanced readings and research. 

Spanish INTERMEDIATE I

5 periods

In this course, oral fluency is further developed. Students expand their vocabulary base, grammar skills, and knowledge of Spanish and Latin American cultures by reading, writing, and discussing in the target language. We expect students to use Spanish throughout each class, thus furthering their fluency in a variety of situations and strengthening their ability to communicate.

Spanish INTERMEDIATE II

5 periods

We conduct this class in Spanish to foster fluency. Students make presentations based on their research, hone their composition skills, and analyze literary texts. We place an emphasis on idiomatic phrases, as well as cultural and semantic differences across Spanish-speaking countries. This allows students to gain a deeper understanding of these cultures and to express how they differ from their own.

Spanish: Culture and Conversation

5 periods

This course helps further develop conversational skills. With an emphasis on various genres of film, the students also use newspapers, magazines, the Internet, and other authentic materials to engage in informed discussion and produce skits, as well as oral and digital presentations. The study of grammar focuses on particular difficulties, such as the distinction between "por" and "para," "ser" and "estar," and the preterite and imperfect tenses to advance the students’ oral and writing proficiency. 

AP Spanish Language

6 periods (Elective, by permission of Language Chair)

AP Spanish Language is intended for students who wish to develop proficiency and integrate their language skills, using authentic materials and sources. Students who enroll should have an advanced knowledge of the language and cultures of Spanish-speaking peoples and should have attained a reasonable proficiency in using the language. The AP Language course helps prepare students to demonstrate their level of Spanish communicative proficiency. The course is meant to be comparable to third-year (fifth or sixth semester) college or university courses that focus on speaking and writing in the target language at an advanced level. 

Art 9: Studio Art / digital Photography

2 periods (Required, Freshmen)

This course is composed of two half-year portions. The studio portion explores a wide range of art materials and techniques, and there is further development of the drawing skills stressed in Middle School and an emphasis of personal expression. Students have the opportunity to experiment with various watercolor techniques and to complete a painting on canvas. For the photography portions, art students will use their cellphones as cameras to create a visual narrative, which will result in a self-published book made by each student based on a topic of their choice. The goal is to have them portray their own ideas and interests in their photographs during this long-term project. There is also a short essay which will accompany the final body of work. 

Art 10: Studio Art

2 periods (Required, Sophomores)

This year-long course explores a wide range of topics such as collage, self-portraiture, depictions of poetry, and the urban landscape through photography. Class time is spent critiquing and analyzing each student’s work in progress. There are also opportunities for in-class photo shots where instruction and collaboration may take place. When weather permits, as a class, we will explore Central Park and the surrounding neighborhoods. Each project will provide an opportunity for students to express the way they perceive the world through the lens of a camera. Students are encouraged to take risks, embrace their creative side, and strive to create exceptional pieces of art.

Art History

1 period (Required, Sophomores)

Over the course of the year, we introduce 10th grade students to the major themes of art history from the caves at Lascaux to the movement-inspired art animating Chelsea galleries today. There is class discussion and analysis of a series of artworks which both characterize a particular art historical period and speak to the culture and history from which they emerged. Students are assessed through contributions to the discussion, in-class writing, homework writing, and special projects. 

AP Art History

4 periods (Elective, Juniors and Seniors)

The AP Art History course covers the form and content of the global art world. Students will research, discuss, read, and write about artworks, the artists who make them, the techniques they utilize, and the responses and interpretations of them. As stated on the College Board website, “by investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the students develop in-depth, holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history. AP Art History is the equivalent of a two-semester introductory college or university art history survey course. There are no prerequisite courses for AP Art History.” This course involves copious writing, memorization, and thinking, which prepares students for advanced coursework in college. 

BLACK & WHITE DARKROOM Photography 

4 periods (Elective, Juniors and Seniors, by permission of department chair)

This year-long course is structured around students learning both technical and aesthetic skills. Students complete camera assignments and are instructed in darkroom techniques. During the second semester, students are encouraged to choose a theme or style of photography to explore more fully. 

ADVANCED BLACK & WHITE DARKROOM Photography

4 periods (Elective, Seniors by permission of department chair)

This year-long course focuses on the development of a personal style. Slide lectures and discussions revolve around analyzing work by master photographers and the students’ own work. The final project involves the making of 11” x 14” enlargements and a portfolio in which to present their work. 

Studio Art FOCUS

4 periods (Elective, Juniors, by permission of department chair)

This full-year course involves the exploration of art materials and techniques including drawing in various media, painting in watercolor and acrylic, linoleum block printmaking, and 3D construction. Students develop skills in observational realism as well as non-figurative abstraction. We examine the work of prominent artists, as well as many cultural traditions, and discuss how art can be used to explore and comment on the world around us. Students have the opportunity to make individual choices as to subject matter and materials and to develop their artistic vision in a relaxed atmosphere. A private sketchbook journal is kept.

ADVANCED studio Art

4 periods (Elective, Seniors by permission of department chair)

This course continues the activities of Studio Art Focus with further emphasis on individual expression and exploration of materials. We practice art skills through drawing and painting projects, but students also have the opportunity to work independently. During the third quarter, each student will design a Passion Project inspired by a cause or event of personal meaning, utilizing media of their own choosing. All work is done during class time, including sketching outdoors, and possibly a gallery or museum visit. Portfolios for college applications can be prepared if desired.

PRE-AP Computer Science: Website development

3 periods (Elective, Freshmen, Sophomores, Juniors, and Seniors.)

The Pre-AP Computer Science course introduces students to programming with a special emphasis on Website Development. By engaging with current technologies, students enhance their creativity, critical thinking abilities, and problem-solving skills in a context that is highly relevant and applicable. The first semester is dedicated to static website creation, where students learn to build the structure of pages using HTML, style them with CSS, and enhance functionality by leveraging popular toolkits like Bootstrap. Each student designs and codes their own multi-page personal website that is mobile-responsive, user-friendly, and has a cohesive aesthetic. In the second semester, students enhance their HTML pages by integrating JavaScript (JS), a powerful programming language that enables dynamic behavior, user interaction, and data processing. Time permitting, industry-standard JS libraries like React and Node.js are explored. Throughout the year, the class engages in meaningful discussions about the legal, social, and ethical issues surrounding internet-based technology in modern society. Students emerge from the Pre-AP course equipped with an understanding of their potential impact within the field of technology, proficiency in three complementary coding languages, and the ability to code fully-functional, interactive websites. 

AP Computer Science: JAVA programming

6 periods (Elective, Juniors and Seniors. Prerequisite: Pre-AP Computer Science and instructor approval.)

The AP Computer Science course offers comprehensive training in Java, a high-level, class-based, object-oriented programming language widely used by professional software engineers. Aligned with CollegeBoard’s “AP Computer Science A” standards, this college-level curriculum emphasizes proper programming methodology, algorithmic development, data structures, and class design. Supplementary topics of study include graphical interfaces, game design, and technology in modern culture. Students reinforce their understanding of these topics through analyzing problems, writing solutions in Java, and testing their own code. Assignments encompass a variety of coding tasks, ranging from short individual exercises to open-ended collaborative projects. In culmination of their learning, all students are required to take the Advanced Placement examination in May. This rigorous course is designed to equip students with a strong foundation in programming skills necessary to excel in the evolving field of computer science. 

POST-AP Computer Science: PYTHON APPLICATIONS

5 periods (Elective, Seniors only. Prerequisite: AP Computer Science and instructor approval.

The Post-AP Computer Science course is designed for highly motivated students who have successfully completed introductory and AP-level courses. It leverages the Python programming language, renowned for its versatility across various domains, to deepen students’ engagement with real-world technological applications. The realm of Data Science is explored first, where Python libraries like Pandas, NumPy, and Matplotlib are used to wrangle vast collections of data, perform statistical analyses, create visualizations, and interpret trends. Students choose datasets to investigate, perform Exploratory Data Analysis experiments, and assemble the results into a formal research poster. The focus of the course then shifts to using Python for Web Development, particularly in creating dynamic server-side applications through the Flask framework and handling SQL database interactions. By learning how to integrate Python logic with HTML web pages, students bridge the gap between backend data processing and frontend user interfaces. Projects range from simple interactive applications, like personal blogs and to-do lists, to more complex ones, like live data dashboards. Finally, students explore the forefront of technology through modules on Machine Learning and Artificial Intelligence. By the end of the course, students will have developed a robust portfolio of programs that demonstrate their advanced coding skills and readiness for future challenges in the world of technology. 

A Cappella

1 period (Elective, Grades 9–12, by audition only)

Students in all US grades have the opportunity to audition for BWL's a cappella group, which rehearses weekly and performs at many events including the Holiday and Spring concerts. Rehearsals concentrate on vocal technique, ear training, and ensemble work. Students who remain in A Cappella for Grades 11 and 12 will be in Advanced A Cappella. 

Instrumental

1 period (Elective, Grades 9–12)

This ensemble focuses on Upper School students who wish to continue their studies in the violin, viola, and cello. It is a full-year class that teaches advanced and varied repertoire to perform in the Holiday and Spring concerts. Students who remain in Instrumental class in Grades 11 and 12 will be in Advanced Instrumental.

Music Production

1 period (Elective, Grades 9–12)

In this non-performance class, students create music compositions using a Digital-Audio-Workstation. This is a project-based course where students work independently, as well as collaboratively, to analyze various forms of music and create re-imagined or original songs. The projects range from creating musical parodies, to writing original commercial jingles, to making their own podcasts. Course participation requires access to a laptop and headphones.

Rock Band

1 period (Elective, Grades 9–12, must have previous instrumental experience and permission of instructor)

Rock Band is a combination of instrumental workshop and performance ensemble. Students pick repertoire based on interest and ability, and learn arrangements of a variety of rock, pop, and jazz classics. Rehearsals culminate in performances at the Holiday and Spring concerts.  Students who remain in Rock Band in Grades 11 and 12 will be in Advanced Rock Band.

Vocal Ensemble

1 period (Elective, Grades 9–12)

Vocal Ensemble is open to all students in Grades 9–12. Upper School Vocal Ensemble performs twice a year at the Holiday and Spring concerts, where students demonstrate the basic vocal and performance techniques they have learned in the class. 

Audition Skills

1 period (Elective, by permission of instructor)

This class is offered to those interested in learning more about the professional audition process for theater, TV/film, and voiceovers. Weekly assignments include researching appropriate material for real-world auditions and presenting it to the class. 11th and 12th grade students interested in auditioning for college theater programs, and who would like to submit a theater supplement/portfolio to enhance their college applications, have the opportunity to organize and workshop their materials in this class. We also hold mock auditions and bring in guest speakers, including casting directors and producers. At the end of the year, everyone will have a book of ready-to-go audition material and have the opportunity to film their pieces for college and summer programs.

Theater I

2 periods (Elective, Grades 9-12)

This full-year course gives students an overall idea of what goes into creating a successful performance on the stage. Students are active members of this class, getting up and performing each week. Students spend two to three weeks at a time focusing on various topics including improvisation, monologue work, scene study, and musical theater, among others. Special guest teachers will drop by throughout the course to teach unique specialties and discuss their experience in the professional theater world. The year culminates in a showcase for friends and family. 

PANYC: Performing Arts in NYC

1 period (Elective: Juniors and Seniors, by permission of instructor)

Performing Arts NYC (PANYC) is an interdisciplinary arts elective for students in grades 11 and 12. The class is a deep dive into the world of performing arts in the greatest performing arts city in the world, NYC! The class goes to a show or concert once a month, discussing everything that went into the performance and having a variety of written and performance-based assignments inspired by our trips. Our field trip events will always occur on weeknights (once a month) and attendance at the events is mandatory. There is an additional registration fee to partially cover ticket costs (Financial Aid is available).

THEATRICAL PRODUCTIONS

(After school and some weekends, Scheduling varies per student and production)

There are three performance opportunities for students interested in theater. Auditions for the fall play take place in September with performances in the BWL auditorium occurring in mid-November. In early December, students can audition for the combined Upper and Middle School musical which takes place in March at an off-Broadway theater. Students who are interested in being involved in these productions, but may not be interested in performing, can sign up to be a part of our technical crew. Lastly, high school students are invited to be a part of our devised show in the spring. The devised show is a student-run production where students can choose to write, direct, and/or act. The entire process is under the guidance of a member of the Theater Department faculty. 

Physical Education, as outlined by the New York State Department of Education, is one of the six core requirements for graduation. The Physical Education Department takes this responsibility seriously and strives to help each student successfully complete varied Physical Education activities. Our philosophy is one of allowing students to participate actively in class and on teams, so as to fully realize their potential both as students and as athletes. All students are encouraged to reach their highest levels of achievement. 

The development of basic fitness concepts for both immediate needs and the future demands encountered throughout life are emphasized. Students participate in a variety of activities that will help to satisfy their need for leisure-time activities with a life-long enjoyment and appreciation of the value of physical activities. We give students the opportunity to practice and learn a variety of fundamental motor skills through individual and group activities such as fitness and conditioning, badminton, cricket, basketball, touch football, softball, volleyball, soccer, and team handball. 

Students in ninth through twelfth grades, who are on varsity teams, are exempt from Physical Education during their sport season to enable them to study during the school day.

Health

Students in the 10th grade must complete a course in health education required by the State of New York. The health class is a forum for the discussion of relevant health-related topics. It provides students with an opportunity to identify their own attitudes and beliefs concerning critical health issues, as well as an opportunity to listen to the perspectives and experiences of others.

INTERSCHOLASTIC TEAMS

Fall 
Boys’ and Girls’ Varsity Soccer Teams
Girls’ Varsity Volleyball Team
Boys’ and Girls’ Cross Country Teams

Winter 
Boys’ Junior Varsity Basketball Team
Boys’ and Girls’ Varsity Basketball Teams
Coed Varsity Squash Team
Coed Varsity SwimTeam

Spring 
Boys’ and Girls’ Varsity Tennis Teams
Boys’ and Girls’ Varsity Track and Field Teams 
Coed Varsity Golf Team 
Boys’ Varsity Baseball Team
 

BWL robotics students work toward and participate in a series of robotics competitions throughout the year (FIRSTinspires.org). During the fall term, students prepare for the upcoming competition through a series of training sessions that focus on various aspects of robot design and construction. There is discussion of topics including modeling and design of common robot subsystems, programming and control systems, design and testing of sensors and actuators, and the safe use of hand and power tools. Most work with the team occurs after school.

An intense design and construction phase, known as “Build Season,” begins in January. During this time, students work together to brainstorm, design, construct, and test their one-of-a-kind robot. With only six weeks of build time, it is necessary for students to commit to many hours after the normal school day and some weekends. The year culminates with the annual FIRST NYC Regional competition at the Armory Track in the spring. The result—win or lose—is a fun, exciting, and stimulating environment in which all participants explore engineering concepts and learn valuable project management skills.

Upper School students are encouraged to utilize the resources provided by the BWL Library. The library collection, consisting of print and electronic materials, is designed to meet the curricular needs of students and to promote lifelong interest in reading. Sources required for research assignments in all subject areas are placed on reserve for student use. In addition, numerous research databases and specific class “pathfinder” links are available through the BWL Library website. The librarian is available to assist in locating and using library materials. 

BWL’s College Counseling program is a comprehensive approach that begins in 9th grade, leading our students on a journey of introspection and self-discovery to identify the things that are important to their future as they tackle some basic, yet essential questions: What do I enjoy doing? In what kind of community am I happiest? Which environment will challenge me and provide me with the greatest foundation for achieving my goals? By gaining a better understanding of themselves, our students are empowered to navigate their college search and determine which college communities align with their intellectual, social, and cultural values.

With more than 20 years of experience in highly selective admissions, our counselors come from "both sides of the desk," having worked at independent schools in NYC and in the admissions offices of highly selective undergraduate colleges and graduate programs. Our team provides individualized guidance that puts each student at the center of the process. Through student and family meetings, and weekly seminars for juniors and seniors, we give students the tools, structure, and support necessary to handle each step in a thoughtful and organized way. After careful thought and reflection, we develop a customized application plan for each student—the how, when, where, and why they are applying—that leads to the best outcomes.

We recognize that parents play an important role in their children’s college experiences. Throughout the year, our college counselors lead grade-specific College Conversations…With Coffee for parents and guardians in 8th, 9th, and 10th grades. In a casual setting, counselors and parents engage in robust conversations about the current college landscape, common myths, and the BWL college experience. BWL also hosts a series of six interactive financial aid workshops geared toward families in 9th through 12th grades. We hope to simplify the college financial aid process by maintaining a resource center on our website where parents can find the most up-to-date information about the aid process. 

9th & 10th Grades
During these early years in the Upper School, we encourage students to explore their interests by mindfully engaging in their coursework and activities. This is also a foundational period for students to sharpen their core study skills and solidify good habits that promote their academic and emotional well-being.

11th & 12th Grades
The college process takes shape during junior year. Students participate in weekly seminars that prepare them for the application and selection process. At the beginning of 11th grade, juniors visit three colleges that represent institutions with different settings, sizes, and programs. Junior year culminates with a case study workshop for students and parents led by admissions representatives from selective colleges. During the summer, rising seniors work on drafts of their college essays with support provided by the College Office’s Essay Specialist. 

During senior year, students meet dozens of college representatives who visit BWL each fall. Family meetings, individual counselor chats, and a college fair, held in partnership with ten other Manhattan independent schools, round out the experience. By these latter years in the Upper School, our students have embraced the opportunity to learn more about themselves; this self-awareness becomes a key component to finding their best-fit colleges. 
 

The following activities are offered in the Birch Wathen Lenox Upper School. Students are encouraged to suggest new activities where appropriate and where a sizable group is interested.

• Birch Bots (FRC Robotics Team)
• Book Club
• Business & Finance Club
• Careers in Medicine Club
• Debate Team
• Drama Club (2 productions—Fall/Spring)
• Environmental Club
• Film Club
• Foreign Policy Club
• Glamour Gals & Guys
• Leaves (Literary Magazine)
• Politics Club
• Project EPIC
• Prom Committee
• Rainbow Society (Diversity Club)
• Range (Fashion/LifeStyle Magazine)
• Science Olympiad
• Spirit Club
• Ski Club/Trip
• Student Council
• The Clarion (School Newspaper)
• Women's Group
• Yearbook