Upper school program guide

Computer Science II: Programming Apps 

This course allows for tangible practice with the skills developed in the AP Computer 

Science course. Students use tools and APIs required to build applications for mobile 

platforms using appropriate SDKs, as well as user-interface designs for mobile devices 

and unique user interactions with multi-touch technologies. Students work closely with 

those in the Interactive Design class. Together the students work to create a visually 

interactive experience for the user. AP Computer Science is a prerequisite to this course. 

(Full year, 1 credit)

 

 

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Robotics I 

The robotics series of classes is designed to teach the engineering and programming 

processes. This course is the first full-year course in the robotics series. Students taking 

this course contribute to a team of up to six members as they design, build, and program 

robots. This engaging process implicitly provides a unique opportunity for students to 

place engineering design, scientific process, technological literacy, and mathematics in a 

tangible context.  

 

Students begin by learning to use, troubleshoot, and program the less complicated LEGO 

MINDSTORMS NXT robot system. The course culminates with students learning how to 

build and program the more complex NXT-based TETRIX robot system. As a 

fundamental element of the learning process, students document their experience using a 

digital design notebook, which mimics an engineering notebook maintained by 

professional engineers. Completion of Introduction to Robotics is a prerequisite to this 

course, or students may take this course with approval of the instructor. Such approval is 

based on students’ having completed a summer robotics program or similar experience. 

(Full year, 1 credit)

 

 

Robotics II 

This course is the second course in the robotics series. Students taking this course utilize 

current methods and processes of design as they learn to create custom parts. This 

engaging process implicitly provides a unique opportunity for students to place 

engineering design, scientific process, technological literacy, and mathematics in a 

tangible context. Students begin by learning to use Computer Aided Design (CAD) 

software to design robot components. They then learn to use current technology to create 

parts for the robotics teams as well as for individual projects. Students have the 

opportunity to earn an industry-recognized CAD certification. (Full year, 1 credit) 

 

Robotics III 

The robotics series of classes is designed to teach the engineering, programming, and 

design processes.  The Robotics 3 course is the third full term course in the robotics 

series. Students taking Robotics 3 utilize current knowledge and methods of robotic 

design as they learn to create robots capable of competing in the National Underwater 

Robotics Competition. This engaging process implicitly provides a unique opportunity 

for students to place engineering design, scientific process, technological literacy, and 

mathematics in a tangible context. During the course students learn to effectively use 

more advanced robotic components. Beginning with the announcement of the 

competitive game, students design, build, and program a robot capable of completing the 

assigned tasks underwater. Students continue to work as a team to construct and refine 

the robot. (Full year, 1 credit) 

 

Applied Robotics 

Students design, build, program, and compete with a robot in First Tech Challenge (FTC) 

competitions. FTC is designed for those who want to compete head to head using a sports 

model. Teams of up to 10 students are responsible for designing, building, and 

programming their robots to compete in an alliance format against other teams. Teams, 

including coaches, mentors, and volunteers, are required to develop strategy and build 

robots based on sound engineering principles. Enrollment in Robotics I or Computer 

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Science I is a prerequisite to this course. Students may take this course with approval of 

the instructor, which is based on previous experience. (Winter term course, .50 credit) 

 

AP Computer Science 

This course covers the design and implementation of classes and interfaces, inheritance, 

data representation such as arrays and array lists, and other data structures. Object-

oriented program design, control methods, program testing and debugging, analysis of 

algorithms, numerical representation and limits, among other topics, are taught. Hardware 

components, system software, computer systems, and ethical use of these tools are also 

touched on in this course. Students design programs and write data structures to solve 

mathematical and non-mathematical problems. Students may take this course with 

approval of the instructor. (Full year, 1 credit) 

 

 

Possible Computer Science Sequencing Paths

 

Grade 9

 

Grade 10

 

Grade 11

 

Grade 12

 

Intro to Computer Science 

 

Computer Science 

I

 

AP Computer 

Science

 

Computer Science 

II

 

Intro to Computer Science 

and

 

Intro to Robotics

 

Robotics I

 

Robotics II and

 

Applied Robotics

 

Robotics III

 

Intro to Computer Science 

and 

 

Intro to Robotics

 

Robotics I

 

Robotics II

 

Robotics III and

 

Applied Robotics

 

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Innovation

 

Design Thinking 

This course exposes students to design thinking, research, collaboration, presentation and 

real-life application. Design Thinking is a process that encourages understanding the 

human needs of a project; researching problems and working collaboratively to develop 

possible solutions; building, reviewing and revising prototypes; and watching the design 

evolve. The goal of the course is for students to partner with members of the faculty and 

staff to redesign particular aspects of school, such as spaces or processes. Students 

practice skills of research, data analysis, writing, presentation, and critical thinking to 

deliver the final product. Students also observe and interview the users in order to 

develop empathy for the target audience. (Semester, .50 credit)

 

Independent Study

 

The goal of this course is to provide students with a framework for pursuing individual 

academic interests and projects. In order to provide students with time to engage with 

their interests, students in the course only meet once per cycle for the purpose of building 

the common skill set and building community. Additionally, students must schedule one-

on-one time with the instructor (who functions as the advisor for each project) each cycle 

in order to receive guidance and feedback on progress. 

 

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Students who are well-suited for the course should feel comfortable with self-directed 

learning (or who hope to actively grow this skill) and who have a particular topic in mind 

or a project they have been working on outside of school for which they would like 

school time and support. Students interested in this course must submit a proposal 

explaining their topic or project of interest and the goals of the project. Applications are 

evaluated based on seriousness of purpose and adequate previous demonstration that 

students can succeed within a flexible learning environment. This course can be taken 

multiple times throughout grades 9-12, if appropriate. (Semester, .50 credit)

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Introduction to Public Relations 

This course gives students an overview of the public relations industry through project-

based assignments similar to what both in-house and agency publicists are doing for their 

respective companies and clients. A form of marketing, public relations is the practice of 

managing, and often, working to change public and other stakeholder perceptions. 

Students learn to identify and target a brand’s relevant audiences and to increase brand 

awareness through media relations, thought leadership, content and message 

development, and digital media. 

 

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To begin, students choose an organization to represent as their “client,” and most of their 

work throughout the term is tailored to that brand. Students develop and present a new 

business proposal for their chosen organization, acting as publicists who are pitching to 

win the organization’s public relations business. Students also partner with Flint Hill’s 

Athletic and Fine Arts Departments to assist with the development and release of news 

from those offices – real-world experience in developing media materials and pitching 

live journalists. Students also develop a message and promotional strategy around their 

own “personal brand.” (Fall Semester, .50 credit)

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Small Business Management: Hillside Cafe

 

In the inaugural iteration of this course, students immerse themselves fully in the Design 

Thinking process, engaging in discovery, interpretation, ideation, experimentation, and 

evolution.  Students design a cafe, interview the users (students and staff) about products, 

propose a budget, and bring the cafe “to life.”  Ultimately, students in this course 

will  work to develop small business management skills as they stock, staff, and manage 

the daily operations of the cafe.  Students will be responsible for sales, purchasing, 

receiving, maintaining inventory, merchandising, public relations, and supervision of 

baristas and cashiers.  Students will plan an orientation for students entering the course in 

the following semester.  Students also work to determine the most appropriate allocation 

of proceeds from the cafe. (Semester, .50 credit)

 

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Mathematics

 

Algebra I Part 2 

This course is designed for students who will benefit from a slower-paced approach to the 

fundamental Algebra I course. Students enter this sequence after completing Algebra I 

Part 1. The objectives, methods of instruction, materials, evaluation methods, and course 

content are the same as the ones detailed for Algebra I. For each topic, however, more 

time is allotted for extensive practice and review. This course extends students' 

knowledge and understanding of the real number system and its properties through the 

study of variables, expressions, equations, inequalities, and analysis of data derived from 

real world phenomena. Applications using the calculator are explored and introduced. 

(Full year, 1 credit) 

 

Algebra I 

This course is an in depth examination of Algebra I concepts using a functions 

approach.  Many topics from the Pre-Algebra course will be reviewed while examining 

new topics such as linear functions, inequalities, exponents and exponential functions, 

quadratic equations and functions, polynomials and factoring, rational expressions and 

radicals.  Algebra I extends students’ knowledge and understanding of the real number 

system and its properties through the study of variables, expressions, equations, 

inequalities, and analysis of data derived from real-world phenomena.  Emphasis is 

placed on making connections in algebra to arithmetic, geometry, and statistics. (Full 

year, 1 credit)

 

Geometry 

This course develops the deductive thinking skills necessary for mathematical proofs 

through the study of the postulates and theorems of Euclidean geometry. Logic and 

analysis, including methods of deductive proof, are stressed in this course. Major topics 

include: relationships in geometric figures in a plane and in space, congruence, 

similarities, properties of triangles and polygons, proving parallelograms, parallel and 

perpendicular lines, planes, circles, area and volume of plane figures and solids, and 

transformations. Algebraic methods are reviewed and used throughout the course. (Full 

year, 1 credit)

 

Geometry – Online

 

This course is identical in content to the course above, with the exception that the 

coursework will be delivered through a variety of means, such as asynchronous lessons, 

interactive videos, guided notes, digital whiteboards, and online assessments.  Students 

participate in weekly, synchronous, online, class-connect sessions with live instruction, 

lesson remediation, and teacher support. Student assignments are teacher-graded, and 

assessments are computer-scored and teacher-graded. Students take the semester 

examination on campus with students in the Geometry course. (Online/Blended course, 

Full year, 1 credit) 

 

 

 

 

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Geometry Honors 

This course covers all of the concepts studied in Geometry: relationships in geometric 

figures in a plane and in space, congruence, similarities, other properties of triangles and 

polygons, parallel and perpendicular lines, planes, circles, area and volume of plane 

figures and solids, and transformations. Students are challenged with more thought-

provoking problems and a deeper examination of proofs. Creative problem solving and 

ingenuity are critical skills necessary for the course. The pacing of the course is also 

faster than that of Geometry. Students are required to meet expectations in understanding, 

mastery, and independent learning that are quantitatively and qualitatively more 

challenging than those of Geometry. (Full year, 1 credit) 

 

Algebra II 

This course builds upon the fundamental concepts of variables, expressions, equations, 

and graphs studied in Algebra I. Topics stressed include: properties of real numbers and 

expressions, the concept of a function, linear equations and inequalities in both one and 

two variables, systems of linear equations and inequalities (in two variables only), 

properties of exponents (including rational exponents), factoring and arithmetic of 

polynomials, properties of radicals and complex numbers, quadratic equations, and 

rational expressions/equations. (Full year, 1 credit) 

 

Functions and Trigonometry 

This course builds upon the concepts introduced in Algebra II and introduces a number of 

essential topics from Pre-Calculus. The function topics stressed in this course include: 

function attributes such as domain, range, increasing, decreasing, average rate of change, 

extrema, and intercepts; a comprehensive study of the different types of functions 

including linear, quadratic, exponential, logarithmic and absolute value functions; 

applications of systems of linear equations and inequalities; combinations of functions 

and inverse functions. The trigonometric topics stressed in this course include the 

definition of all six trigonometric functions, solving right triangles and right triangle 

application problems, the law of sines and cosines, the area of a triangle, basic 

trigonometric identities, circular trigonometry, the graphs of sine and cosine, and 

applications of trigonometric functions. In addition, basic algebra skills relevant to these 

main focus topics is thoroughly reviewed. (Full year, 1 credit) 

 

Accelerated Algebra II 

This course builds upon the fundamental concepts of variables, expressions, equations 

and graphs studied in first-year algebra. The properties and applications of numbers, 

graphs, expressions, equations, inequalities, and functions are stressed. In addition, 

students are introduced to the concepts and applications of triangular and circular 

trigonometry. Applications of mathematics to real-world problems, effective reasoning 

skills, and problem-solving strategies are emphasized. The following skills and abilities 

are given high priority: to make connections between the mathematical concepts studied 

and other subject areas; to use mathematical language when modeling situations; to 

effectively and efficiently use a graphing calculator and other applicable technology; and 

to analyze and avoid common errors. (Full year, 1 credit) 

 

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Algebra II/Trigonometry Honors 

This course builds on the fundamental concepts of variables, equations, and graphs 

studied in first-year algebra. The properties and applications of numbers, graphs, 

expressions, equations, inequalities, and functions are stressed. In addition, students are 

also given a thorough grounding in the concepts and applications of triangular and 

circular trigonometry. Applications of mathematics to real-world problems, effective 

reasoning skills and problem-solving strategies are emphasized. The following skills and 

abilities are given high priority: to make connections between the mathematical concepts 

studied and other subject areas; to use mathematical language when modeling situations; 

to effectively and efficiently use a graphing calculator and other applicable technology; 

and to analyze and avoid common errors. Students are required to meet expectations in 

understanding and mastery that are quantitatively and qualitatively more challenging than 

those specified for Accelerated Algebra II. (Full year, 1 credit) 

 

Pre-Calculus 

This rigorous course builds upon the concepts and skills mastered in Algebra II and 

Geometry and aims to facilitate a deep understanding of mathematics. This course 

endeavors to improve students’ ability to analyze and solve sophisticated mathematical 

problems. Students develop their quantitative, reasoning, algebraic, and graphical skills. 

This course is designed to prepare students for college level work in mathematics, 

particularly calculus courses, exploring in detail the concepts and technical skills 

necessary for analyzing the behavior of functions and their properties. Functions are 

discussed from an algebraic, numerical, graphical, and application point of view. In 

addition to functions, a number of other stand-alone concepts are also covered. 

Instruction on more advanced and appropriate uses of the graphing calculator are also 

addressed. (Full year, 1 credit) 

 

Pre-Calculus Honors 

This course builds upon concepts introduced in algebra and geometry courses, and is 

designed to prepare students for college level work, specifically AP Calculus. In addition, 

emphasis is placed on the applications of a graphing calculator, real-world problems, 

proof, and logical rigor. The course not only covers more than the material in the regular 

course, but also moves at a faster pace – a new topic is present almost every class 

meeting. The examples are more challenging, and students are expected to explore 

unfamiliar ideas independently. (Full year, 1 credit) 

 

Calculus 

This course covers differential calculus, and is primarily concerned with developing 

students’ understanding of the concepts behind differential calculus and providing 

experience with its methods and applications. Instead of serving as a first-year college 

course (as the AP course does), this course is intended to be an introduction to the subject 

that will make Calculus I in college more familiar to students. The content covers several 

types of functions, including how they can be used in modeling data; the concept of limits 

and how it applies to derivatives; various techniques of differentiation; and ways in 

which differentiation can be applied to real-world problems. If time permits, integral 

calculus is also introduced. For applicable topics, time is spent using technology as a 

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time-saving device to evaluate derivatives and as an aid in understanding the concepts of 

calculus graphically. (Full year, 1 credit) 

 

AP Calculus AB 

The course develops students’ mastery of the concepts of calculus, with an emphasis on 

the connections and interrelationships between graphical, numerical, analytical, and 

verbal representations of each problem and topic they encounter. Another goal is for 

students to be able to express their solutions to problems in a clear, concise fashion. 

Students primarily use the TI-83 and TI-84 graphing calculators to assist in solving 

problems, interpreting their results, and supporting their written conclusions. This course 

is designed to be at least as comprehensive as the first semester “Calculus 101” course 

usually taken during the first year of college. For some students, the course allows them 

to place directly into the second semester calculus course in college; for others, it allows 

them a chance to place out of calculus altogether and focus their time on other subjects. 

(Full year, 1 credit) 

 

AP Calculus BC 

This course covers all topics from AP Calculus AB, as well as derivatives of vector and 

parametrically defined functions, polar coordinates, repeated integration by parts, 

sequences and series, and elementary differential equations. The content of this course 

follows the AP syllabus and is equivalent to two semesters of college calculus. (Full year, 

1 credit)