foundation of concepts introduced in Chinese I. There is an emphasis on new vocabulary and grammar acquisition and on producing more complicated phrases in oral communication. Students begin to write short paragraphs in the third person to describe events. They also begin to write letters and emails in cultural contexts. Chinese culture is explored via readings, film, and speakers. The class is principally conducted in Chinese, and students are expected to use Chinese as much as possible. Placement in the Advanced section is determined by the Modern and Classical Languages department.

Advanced Chinese III stresses the development of the three modes of communication: interpretive, interpersonal, and presentational. It focuses on grammar, building up vocabulary and mastering complex sentence structure and the improvement of writing skills. Students who successfully complete the Advanced Chinese III generally go on to the Advanced Placement course and exam in Chinese during senior year. Successful completion of this course fulfills Nichols’s graduation requirement. Placement in the Advanced section is determined by the Modern and Classical Languages department.

Advanced Chinese IV is designed for students who have already completed Advanced Chinese III. Students will read longer articles with a variety of historical and contemporary elements, write longer essays and have more opportunities to do research projects and oral presentations. Classes are conducted predominantly in Chinese. Students who successfully complete the Advanced Chinese IV class will go on to AP class in senior year. Placement in the Advanced section is determined by the Modern and Classical Languages department.

This course focuses on building communication proficiency at a faster pace than French II. Students engage with authentic material with a focus on understanding main ideas, details, and nuances in various texts. Students will exchange information in conversations on researched topics, write short paragraphs describing experiences and opinions, and engage in discussions on familiar and diverse topics. This course further develops practical language use by building proficiency in both spoken and written communication. Placement is determined by the Modern and Classical Languages Department.

This course is a prerequisite for AP French Language and Culture, and it is designed for students with strong linguistic skills and dedication to the language. Students in this course continue the grammar and vocabulary work begun in Advanced French II, and coursework is designed to further refine interpretive and interpersonal skills and presentations competencies. This course is taught at a faster pace with more frequent writing assignments than French III. Writing assignments are lengthier than those in Advanced French II, and students begin to practice writing essays with effective transitional elements. Successful completion of this course fulfills Nichols’s graduation requirement. Placement is determined by the Modern and Classical Languages Department.

This course deals with a variety of current events and global realities through a Francophone lens. This course is designed for students who have successfully completed AP French Language and Culture course and who are interested in continuing to build fluency. Focus is on the continued development of the three modes of communication while offering students the opportunity to study their role as global citizens. For students who have not successfully completed AP French Language and Culture, departmental approval is required. In this advanced course, written work and presentations are more frequent than in French V. Furthermore, student work is expected to display variety and accuracy of grammar and vocabulary with clarity of expression. Placement in the Advanced section is determined by the Modern and Classical Languages department.

Students continue to master fundamental Latin grammar and to broaden their vocabulary as they progress towards reading unadapted Latin literature. Students read increasingly complex stories from Latin literature and short poems in Latin. Ancient Roman life and culture and Greek mythology are also important topics in this course. The emphasis in Advanced Latin II is on attaining a comprehensive formal knowledge and mastery of all indicative forms of the Latin verb, as well as of other grammatical features that are essential for students to know before undertaking AP Latin. Placement in the Advanced section is determined by the Modern and Classical Languages department.

Students complete their study of Latin grammar in this course, including mastering the subjunctive forms and some subjunctive uses, as well as studying other essential features of Latin grammar that are ubiquitous in Latin poetry and prose. Students work to develop a broad vocabulary and a strong facility in reading unadapted Latin. The emphasis in Advanced Latin III is on preparing students to take Advanced Latin IV or AP Latin: Vergil and Pliny. Successful completion of this course fulfills Nichols’s graduation requirement. Placement in the Advanced section is determined by the Modern and Classical Languages department.

Students may take Advanced Latin IV either in lieu of or in preparation for AP Latin: Vergil and Pliny. Advanced Latin IV offers students the chance to develop their reading skills further in order to prepare for additional advanced Latin study. The primary focus of this course will be on reading unadapted selections from Vergil’s Aeneid, but additional grammar study and explorations of other Roman authors are also key components of the course. This course is taught at a faster pace and encompasses a more diverse array of skills than Latin IV does. Placement in the Advanced section is determined by the Modern and Classical Languages department.

For Grades 11 and 12

These courses offer advanced work in Latin prose literature. The primary focus will be on reading Julius Caesar’s commentaries and studying their historical context, but students will also read selections from other important prose authors, including Cicero, Sallust, and Livy, as well as various inscriptions and documents from the ancient world. Students will study the history, geography, art and daily life of ancient Rome. This course will prepare students for the AP Latin course. 

Prerequisite: Completion of Latin III and recommendation of the department. 

Students who have completed Advanced Latin IV or AP Latin: Vergil and Pliny may take this course in order to explore Latin literature further. Authors read may include Catullus, Horace, Ovid, Vergil, Julius Caesar, Pliny, Cicero, Sallust, Eutropius, Livy, and more. Students will continue to review important features of the Latin language and vocabulary and to study the history, geography, art, and daily life of ancient Rome. Placement in the Advanced section is determined by the Modern and Classical Languages department.

This course focuses on building communication proficiency at a faster pace than Spanish II. Students engage with authentic material with a focus on understanding main ideas, details, and nuances in various texts. Students will exchange information in conversations on researched topics, write short paragraphs describing experiences and opinions, and engage in discussions on familiar and diverse topics. This course further develops practical language use by building proficiency in both spoken and written communication. Placement in the Advanced section is determined by the Modern and Classical Languages department.

This course is a prerequisite for AP Spanish Language and Culture, and it is designed for students with strong linguistic skills and dedication to the language. Students in this course continue the grammar and vocabulary work begun in Advanced Spanish II. This course is taught at a faster pace with more frequent writing assignments than Spanish III. Writing assignments are lengthier than those in Advanced Spanish II, and students begin to practice writing essays with effective transitional elements. Successful completion of this course fulfills Nichols’s graduation requirement. Placement in the Advanced section is determined by the Modern and Classical Languages department.

For Grades 11 and 12

This is an advanced senior course taught entirely in Spanish and structured around a selected topic each quarter. The course focuses on the continued development of the four communicative skills and on the understanding of Latin American and Spanish culture through various forms of representation. Therefore, in this course students read a variety of works of literature (about 60% of the course), watch and discuss films and other audiovisual material, as well as discuss cultural events published on media outlets. 

Prerequisite: Completion of AP Spanish Language or Honors Spanish IV, and recommendation of the department.  

Social Justice in the Spanish Speaking World is structured around themes related to social justice: the environment, identity (the self and others), women’s literature, the legacy of colonization, and immigration. This course explores a variety of authentic media sources such as newspaper and magazine articles, websites, radio broadcasts, photographs, music, art, short stories, poetry, and film. Student activities are focused on developing interpretive, interpersonal, and presentational communication. In this course, students will process and synthesize information in Spanish, practice argumentative skills, establish connections between topics and sources, and produce creative work. Vocabulary and grammar are introduced as needed to serve and advance communication. This course is taught using at least 90% of Spanish, and students are expected to use Spanish 90% of the time or more.

For Grades 11 and 12

The AP Chinese Language course is designed to help fine-tune and improve students' reading, writing, listening and speaking skills in Mandarin in preparation for the exam taken in May. AP Chinese Language is an advanced course, and the work done in this class is reflective of that which is done in an intermediate college course.

Students review grammar as needed, acquire a wide range of new vocabulary and idiomatic expressions and read selections of prose and poetry written by Mandarin authors. We also read newspaper and magazine articles and listen to radio broadcasts in Mandarin to keep abreast of what is happening in the Mandarin-speaking communities in the U.S. and internationally. 

Prerequisite: Completion of Chinese IV and recommendation of the department. The AP exam is a requirement of the course.  

The AP Chinese Language course is designed to help fine-tune and improve students' reading, writing, listening and speaking skills in Mandarin in preparation for the exam taken in May. AP Chinese Language is an advanced course, and the work done in this class is comparable to that which is done in an intermediate college course. Grammar is reviewed as needed, and students continue to acquire a wide range of new vocabulary and idiomatic expressions. Selections of prose and poetry written by Chinese authors, newspaper and magazine articles, and radio broadcasts in Chinese expand students’ cultural knowledge of China and Chinese-speaking communities around the world. Placement is determined by the Modern and Classical Languages department.

For Grades 11 and 12

AP French concentrates on further developing the four language skills in order to prepare the students for the College Board Advanced Placement exam in French Language given in early May.

The AP exam in French is divided into four equal parts, one part for each of the language skills: listening, speaking, reading and writing. Classes are conducted predominantly in the target language, the major exception being grammar study. Works of literature and other authentic documents make up the reading material. Internet resources are increasingly available both as reading and as listeningpractice material. Essay-writing is also an ongoing part of the work in AP French. Speaking practice in class is required of all participants.

Students in AP are strongly encouraged to participate in Nichols’ French Exchange Program if they have not already done so. 

Prerequisite: Completion of Advanced French III and recommendation of the department. The AP exam is a requirement of the course. 

AP French concentrates on further developing the three modes of communication in order to prepare the students for the College Board Advanced Placement exam in French Language and Culture. Student goals include elevating communicative competence, engaging in in-depth discussions, analyzing authentic texts, and honing their presentational skills with a higher level of sophistication. Through immersive activities, learners will enhance their ability to express complex ideas, share detailed opinions, and deliver well-structured presentations. Emphasis is placed on developing linguistic precision, expanding vocabulary for nuanced expression, and fostering a deeper understanding of cultural contexts. Placement is determined by the Modern and Classical Languages Department.

For Grades 11 and 12

AP Latin prepares students for the AP Latin exam on Vergil's Aeneid and Caesar's Gallic War. The class reads a portion of the Aeneid and the Gallic War in Latin, and portions of both works in English translation. They furthermore aim to develop a high level of skill in reading authentic Latin literary texts, in both prose and poetry, from a variety of genres and authors. They also gain familiarity with the mythology of the Trojan War and the history of Rome through the reign of Augustus. 

Prerequisite: Successful completion of Latin III and recommendation of the department. The AP exam is a requirement of the course. 

AP Latin: Vergil and Pliny prepare students for the AP Latin exam. Students read extensive selections from Vergil's Aeneid, an epic poem that both promotes and questions the regime inaugurated by Augustus. Students also read many of Pliny’s letters, a collection which gives students a unique perspective on the social and literary life of a Roman senator under the Emperor Trajan, including an eyewitness experience of the eruption of Vesuvius. Students aim to develop a high level of skill in reading authentic Latin literary texts, in both prose and poetry, from a variety of genres and authors. As part of their study of these texts, students also gain familiarity with the mythology of the Trojan War, the history of Rome through the reign of Trajan, and the features of the epic and epistolary genres. Placement is determined by the Modern and Classical Languages department.

For Grades 11 and 12

The Advanced Placement Spanish Language course is for students who have demonstrated proficiency in composition, conversation, and grammar. This course concentrates on further developing the four communicative skills. Classes are conducted entirely in Spanish, and emphasize advanced work in grammar, progressive vocabulary building, reading advanced works of literature and other authentic documents. Intensive writing and extensive speaking stress both formal and informal types of situations. 

Prerequisite: Completion of Advanced Spanish III and recommendation of the department. This class prepares the students for the May AP examination, a requirement for this course. 

AP Spanish concentrates on further developing the three modes of communication in order to prepare the students for the College Board Advanced Placement exam in Spanish Language and Culture. Student goals include elevating communicative competence, engaging in in-depth discussions, analyzing authentic texts, and honing their presentational skills with a higher level of sophistication. Through immersive activities, learners will enhance their ability to express complex ideas, share detailed opinions, and deliver well-structured presentations. Emphasis is placed on developing linguistic precision, expanding vocabulary for nuanced expression, and fostering a deeper understanding of cultural contexts. Placement is determined by the Modern and Classical Languages department.

Chinese I is for learners with no prior experience with the language or for those with an emerging foundation. This course begins with an introduction and an overview of both the phonetic and writing system of Chinese. After extensive drilling of the phonetic system, listening and speaking skills are cultivated through the acquisition of vocabulary, memorization of dialogues of natural speech, and extensive drill of pattern structures. Learning to read both the traditional and simplified forms of characters and to write simplified forms of characters is the second phase after an oral foundation has been established. Appreciation of Chinese culture is cultivated through readings and engagement with authentic materials.

This course is designed to increase vocabulary and strengthen grammar. The course focuses on the integration of oral and written skills. Students write short sentences that introduce themselves, greet others, discuss hobbies, and other personal topics. The class is principally conducted in Chinese, and students are expected to use Chinese as much as possible. Additional aspects of Chinese culture are introduced through short readings, film, and speakers.

Chinese III continues to sharpen students’ oral and writing skills by increasing the volume of vocabulary, mastering more complex sentence patterns and writing compositions. Chinese culture is further explored through reading pieces in various genres, making oral presentations, learning songs and watching and discussing films. Successful completion of this course fulfills Nichols’s graduation requirement.

Chinese IV is designed for students who have already completed Chinese III. It focuses on the continued development of the four major communicative skills. Students read articles that deal with a variety of historical and contemporary elements. Classes are conducted predominantly in the target language. Students have more opportunities to do oral presentations.

For Grades 11 and 12

The Chinese V course is designed for students who have already completed Chinese IV. The class will focus on learning cultural topics such as Mandarin Arts, Famous Mandarin People, current events in China, etc. The class is mainly conducted in Mandarin, and video clips will be used as authentic resources to support student learning. Students will do research on cultural topics, and will write and orally present on these topics.

Prerequisite: Completion of Chinese IV and recommendation of the department. 

The Chinese V course is designed for students who have already completed Chinese IV. The class will focus on learning cultural topics such as Chinese arts, famous Chinese people, and current events in China. The class is mainly conducted in Chinese, and video clips will be used as authentic resources to support student learning. Students will do research on cultural topics, and will write and orally present on these topics.

For Grades 11 and 12

This course fosters language proficiency while teaching new vocabulary and grammar explicitly through the study of Spanish-speaking cultures. New grammar concepts are communicated and existing grammar is strengthened topically as students study Spanish culture (family values, etiquette, religion, holidays, celebrations, media, and food) both in the United States and around the world. The course is taught primarily in Spanish. Students are expected to participate within the target language and are assessed based on class discussions, homework assignments, quizzes, and projects. 

Prerequisite: Completion of Spanish III and recommendation of the department. 

French I is for learners with no prior experience with the language or for those with an emerging foundation. Learners build fundamental language competence and develop elementary functional proficiency in the three modes of communication: interpretative, interpersonal, and presentational. Learners work to identify common words and phrases in simple dialogues, understand basic information in short texts or simple stories, and provide basic personal information in both oral and written forms. Interactive activities will enhance listening, reading, writing, and speaking skills, setting the groundwork for more advanced language courses.

French II is for students with a strong foundation of the language or for those who have successfully completed French I. This course furthers basic communication proficiency. Learners engage with more detailed texts with longer sentences and basic narratives. Learners express preferences and opinions on familiar topics, understand and summarize information from short texts or conversations, and narrate personal experiences and events in connected sentences. The course incorporates cultural elements to deepen language comprehension and enhance communication skills.

French III focuses on expanding vocabulary and grammatical structures, enabling students to create connected paragraphs and articulate their thoughts with greater precision. Interpretive and interpersonal skills and presentational competencies are further refined. Students engage in discussions on a diverse range of topics, express opinions with increasing nuance, and deliver presentations with greater detail and coherence. Successful completion of this course fulfills Nichols’s graduation requirement.

This course focuses on elevating communicative competence. Students will engage in discussions, analyze authentic texts, and increase the sophistication of their presentational skills. Through immersive activities, learners will enhance their ability to express complex ideas, share detailed opinions, and deliver well-structured presentations. Emphasis is placed on continuing to develop linguistic precision, expand vocabulary for nuanced expression, and foster a deeper understanding of cultural contexts.

For Grades 11 and 12

These courses are divided into four quarter-long electives that deal with a variety of historical and contemporary elements of francophone study. The course focuses on the continued development of the four major communicative skills while offering the students a unique opportunity to study one particular topic in depth. 

Prerequisite: Completion of French III and recommendation of the department

This course deals with a variety of current events and global realities through a Francophone lens. This course is designed for students who wish to continue building fluency. Focus is on the continued development of the three modes of communication while offering students the opportunity to study their role as global citizens. Students write and make presentations in French while focusing on improving accuracy and fluency of grammar and vocabulary.

This course deals with a variety of current events and global realities through a Francophone lens. This course is designed for students who wish to continue building fluency. Focus is on the continued development of the three modes of communication while offering students the opportunity to study their role as global citizens. Students write and make presentations in French while focusing on improving accuracy and fluency of grammar and vocabulary.

This course deals with a variety of current events and global realities through a Francophone lens. This course is designed for students who have successfully completed AP French Language and Culture course and who are interested in continuing to build fluency. Focus is on the continued development of the three modes of communication while offering students the opportunity to study their role as global citizens. For students who have not successfully completed AP French Language and Culture, departmental approval is required. In this advanced course, written work and presentations are more frequent than in French V. Furthermore, student work is expected to display variety and accuracy of grammar and vocabulary with clarity of expression. Admission is determined by the Modern and Classical Languages Department.

For Grades 11 and 12

This course is designed for students who have already completed Spanish Level III. This course alternates between readings of short stories, short film analysis, and the review of selected grammar concepts at an intermediate/advanced level. Class activities emphasize oral and written communication; therefore, active participation in the target language and careful homework completion are essential to do well in this class. This class is taught entirely in Spanish. 

Prerequisite: Completion of Advanced Spanish III and recommendation of the department. 

Latin I is for learners with no prior experience with the language or for those with an emerging foundation. This course introduces students to basic elements of Latin grammar, as well as to the grammatical vocabulary they can use to describe elements of language in English and in other languages. Students begin to build a vocabulary in Latin through the reading of stories about Roman history and mythology. Students also learn to recognize the patterns of word derivation from Latin to English and the Romance languages. They investigate ancient Roman life and culture, explore many facets of Greek mythology, and make contextual connections in order to understand the Latin stories they read.

Students continue to consolidate their knowledge of fundamental Latin grammar, to broaden their vocabulary, and to further their understanding of the etymology of English words derived from Latin. Students read selected stories from Latin literature and short poems in Latin. Ancient Roman life and culture and Greek mythology are also important topics in this course.

This course completes the sequence of grammar lessons and continues the study of mythology, word etymology and derivation, and Roman culture and life. The development of a broad vocabulary and a strong facility in reading Latin is a significant goal of the course. Students now begin reading increasingly complex selections, in both prose and poetry, from various Roman writers on a wide range of perennially vital topics including love, leadership, and heroism. Successful completion of this course fulfills Nichols’s graduation requirement.

Latin IV offers students the chance to develop their reading skills further in order to prepare for additional advanced Latin study. The primary focus of this course will be on reading adapted selections from Vergil’s Aeneid, but additional grammar study and explorations of other Roman authors are also key components of the course.

Students who have completed Advanced Latin IV or AP Latin: Vergil and Pliny may take this course in order to explore Latin literature further. Authors read may include Catullus, Horace, Ovid, Vergil, Julius Caesar, Pliny, Cicero, Sallust, Eutropius, Livy, and more. Students will continue to review important features of the Latin language and vocabulary and to study the history, geography, art, and daily life of ancient Rome.

This course fosters cultural proficiency while teaching new vocabulary and grammar explicitly through the study of Hispanic cultures. New grammar concepts are communicated and existing grammar is strengthened topically as students study Hispanic cultures (family values, etiquette, religion, holidays, celebrations, media, and food) both in the United States and around the world. The course is taught primarily in Spanish. Students are expected to participate in the target language and will be assessed based on class discussions, homework assignments, quizzes, and projects. This course may be taken twice for 2 elective language credits. Content in Spanish V differs from that of Spanish IV. Prerequisite: Spanish III for Spanish Cultures IV; Spanish IV for Spanish Cultures V.

This course fosters language proficiency while teaching new vocabulary and grammar explicitly through the study of Hispanic cultures. Four focal countries (Argentina, Mexico, Spain, Costa Rica) are studied, with others assigned. Both new and existing grammar and vocabulary concepts are strengthened as students study Hispanic cultures (family values, etiquette, athletics, religion, holidays, celebrations, mass and social media, and food) around the world. The course is taught primarily in Spanish, and students are expected to participate in the target language.

Spanish I is for learners with no prior experience with the language or for those with an emerging foundation. Learners build fundamental language competence and develop elementary functional proficiency in the three modes of communication: interpretative, interpersonal, and presentational. Learners work to identify common words and phrases in simple dialogues, understand basic information in short texts or simple stories, and provide basic personal information in both oral and written forms. Interactive activities will enhance listening, reading, writing, and speaking skills, setting the groundwork for more advanced language courses.

Spanish II is for students with a strong foundation of the language or for those who have successfully completed Spanish I. This course furthers basic communication proficiency. Learners engage with more detailed texts with longer sentences and basic narratives. Learners express preferences and opinions on familiar topics, understand and summarize information from short texts or conversations, and narrate personal experiences and events in connected sentences. The course incorporates cultural elements to deepen language comprehension and enhance communication skills.

For Grades 10-12

Spanish III completes the introduction of advanced grammar points, and requires the students to communicate successfully in challenging conversational situations. The students continue to refine their use of the spoken and written language through a multiplicity of drills, compositions, and oralaural techniques. The course is conducted primarily in Spanish. The students read short stories and articles on historical and cultural information. Written work gradually becomes more complex as students master the use of all verb tenses and moods, in addition to completing an in-depth study of the formation and use of the present and the imperfect subjunctive. 

Principles

For Grades 11 and 12

This course increases student proficiency in language skills, requires frequent class participation, readings in Spanish, writing, and the use of recorded material. Language usage is stressed, as well as a thorough review of grammar. The course is taught predominantly in Spanish, and examines the history and society of Spain and other Hispanic countries. 

Prerequisite: Completion of Spanish III and recommendation of the department. 

This course is structured around general topics that students explore through a variety of authentic sources, mainly short stories and short films. The topics in the stories and short films are contextualized and complemented with news video clips, music, news or magazine articles, images, art, etc. Student activities are focused on developing all three modes of written and spoken communication (interpersonal, interpretive, and presentational). Material and activities are designed to help students achieve proficiency towards the intermediate-mid/high level. Vocabulary and grammar are introduced as needed to serve and advance communication. This course is taught using at least 90% of Spanish, and students are also expected to use Spanish 90% of the time or more.

This course is structured around general topics that students explore through a variety of authentic sources, mainly short stories and short films. The topics in the stories and short films are contextualized and complemented with news video clips, music, news or magazine articles, images, art, etc. Student activities are focused on developing all three modes of written and spoken communication (interpersonal, interpretive, and presentational). Material and activities are designed to help students achieve proficiency towards the intermediate-mid/high level. Vocabulary and grammar are introduced as needed to serve and advance communication. This course is taught using at least 90% of Spanish, and students are also expected to use Spanish 90% of the time or more.

This course is structured around general topics that students explore through a variety of authentic sources, mainly short stories and short films. The topics in the stories and short films are contextualized and complemented with news video clips, music, news or magazine articles, images, art, etc. Student activities are focused on developing all three modes of written and spoken communication (interpersonal, interpretive, and presentational). Material and activities are designed to help students achieve proficiency towards the intermediate-mid/high level. Vocabulary and grammar are introduced as needed to serve and advance communication. This course is taught using at least 90% of Spanish, and students are also expected to use Spanish 90% of the time or more.

For Grades 11 and 12

The Spanish V: Youth Culture course will examine a variety of themes relevant to the culture of teenagers and young adults across the Hispanic world. Students will engage in a study of music, movies, daily regimen, attitudes and initiatives and popular style. Students will engage in weekly presentations and daily conversations to develop their productive and receptive auditory skills. They will also write reviews, summaries and opinions and share these with their classmates. In this way all four linguistic skills will receive frequent attention. 

Prerequisite: Completion of Spanish IV or Advanced Spanish III, and recommendation of the department.  

Social Justice in the Spanish Speaking World is structured around themes related to social justice: the environment, identity (the self and others), women’s literature, the legacy of colonization, and immigration. This course explores a variety of authentic media sources such as newspaper and magazine articles, websites, radio broadcasts, photographs, music, art, short stories, poetry, and film. Student activities are focused on developing interpretive, interpersonal, and presentational communication. In this course, students will process and synthesize information in Spanish, practice argumentative skills, establish connections between topics and sources, and produce creative work. Vocabulary and grammar are introduced as needed to serve and advance communication. This course is taught using at least 90% of Spanish, and students are expected to use Spanish 90% of the time or more.