Upper School Curriculum - Saddle River Day School

Upper School Curriculum - Saddle River Day School
Upper School Curriculum
Upper School Graduation Requirements and Program By Grade
2025-2026 Curriculum Guide (pdf)
English 9/English 9 Honors
AP Seminar, Grade 9
English 10/English 10 Honors
AP Research, Grade 10
English 11 and 12 Semester Electives (CP and Honors)
AP English Literature
AP English Language & Composition
English 9/English 9 Honors - World Literature for Ninth Graders
English Seminar exposes ninth graders to a variety of texts and voices from around the world. The course engages students in universal themes and literary tropes such as the conflict between good and evil, the journey of the hero, coming of age in crisis, and the difference between fate and free will.  At the same time, the reading selections revolve around the formation of foundation questions that will guide the course of study throughout the year.  These questions complement the other coursework of a freshman including biology, world history, art, and language, thus allowing a humanities approach. Students study novels, plays, short stories, poetry, works of nonfiction, and artwork as they develop their critical thinking, reading and writing skills. Students study vocabulary in context in addition to supplemental workshops on grammar and design. The class is centered on writing and discussion in both high and low stakes situations. Students will write in a journal and learn the writing process at the upper school level. Typically, students will write one major writing piece per trimester, including a research essay in MLA format.
AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Students learn to investigate a problem or issue, analyze arguments, compare different perspectives, synthesize information from multiple sources, and work alone and in a group to communicate their ideas. In AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources in order to develop credible and valid evidence-based arguments.
Prerequisites:  Permission of the department
English 10/English 10 Honors - Creating the World
These English courses focus on a humanities approach to analyzing literature and honing literacy skills. Through the thoughtful consideration of essential questions, students explore common themes in literature and the social sciences such as industrialism, colonialism, revolution, modernity, and globalism to develop a more meaningful understanding of what they read and how literature connects to other disciplines. A wide variety of texts, genres, discussion techniques, research and writing skills help the students to construct personal and authentic reading experiences, and to communicate their ideas in clear, thoughtful and creative ways. At the CP and Honors levels, students are challenged and supported according to their needs and abilities, and are consistently encouraged to question, connect, analyze, synthesize and express their understanding of literature. In addition, at the Honors level, students will explore the themes in greater depth using additional materials to support more independent critical thinking.
Approved to start with grade 10 in 20256-2027
English 11/12 CP/Honors are courses which assumes students have solid reading and expository writing skills; therefore, the level of texts read, deconstructed, and analyzed are challenging and, in some cases, lengthy. The writing for the course encompasses both expository and creative genres. Students will choose two semester courses that will allow them to hone their writing, reading and presentation skills so that they are prepared to communicate their thoughts and views of literature and the world around them. The primary texts align with the study of the course genre, focusing around a variety of themes. The methods of instruction include seminar discussion, lectures, one on one writing tutorials, revision, group exploration and presentation.
Mystery and Murder
This is a survey course studying the conventions of mystery and suspense, from the genre’s inception in the early 19th century to its current manifestations in modern literature and film. Authors will include Poe, Conan Doyle, and Christie, and possible longer texts include The Maltese Falcon, And Then There Were None, and Girl on the Train.
Fantasy Literature
Fantasy Literature is not bound by physical or psychological laws, though the sub-genre often deals with the actual human condition in an imaginary manner. These speculative novels separate themselves from science fiction and horror "by the absence of scientific or macabre themes." Writers create alternative, often symbolic, universes that encourage readers to explore archetypal figures and themes. This course will focus on A Midsummer's Night Dream (Shakespeare); Alice's Adventures in Wonderland (Carroll); Little, Big (Crowley); and The Fifth Season (Jemisin).
Love in the West
In this course, students will study the different ways in which authors ancient & modern treat the theme of romantic love. Through close readings of some of the greatest writers in the Western tradition, we will cultivate a deeper understanding of the intellectual history that has shaped our emotional lives.
Sports Literature
An examination of sports and American society through literature will bring students to understand the connection between trends in sports and cultural philosophies. Nonfiction texts include Friday Night Lights and What Made Maddy Run; fiction texts will include The Natural and Rabbit, Run. Supplemental articles from Sports Illustrated and The Athletic, plus documentaries from the ESPN series 30 for 30 will allow students to understand the influence and continuing narratives of sports in modern society.
“You Think that is Funny? Humor -what it is and how it is expressed in literature”
In the course, I will also spend time focused on laughter – a natural human reaction to awkward, exaggerated or at times, violent situations. We seem to study many tragic pieces in English, but there is a rich trove of literature that explores the comic side of life. This course will explore the rich and varied tradition of humor. We will define different types: Satire, Irony, Stereotype,Hyperbole, Understatement, Black Humor, Farce, Comedy of Manners and explore representative texts.
Madness and Mayhem
Students will explore the thin line between sanity and madness in a survey course that challenges them to decide if they can trust their narrators and protagonists. Possible texts include “The Yellow Wallpaper,” Catcher in the Rye, Girl, Interrupted, Misery, and Black Swan Green. The course will be supplemented with articles and texts diving into psychological profiles and afflictions, enabling students to gain a more nuanced and less judgmental view of these characters.
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Advanced Placement English Literature Grade 11
Advanced Placement English Literature delves deeply into the techniques and themes of iconic, challenging pieces of literature: novels, plays and poetry. The two-fold purpose of the course is to  prepare students for the English Literature examination administered by the Educational Testing Service in May of each year and to hone sophisticated reading and writing skills.  Writing and critical thinking of a high order are expected. The methods of instruction include seminar discussion, lectures, one on one writing tutorials, revision, and practice of the AP exam formatted essays.
Prerequisites: Teacher recommendation and an exemplary performance in English II Honors.
Advanced Placement English Language & Composition Grade 12
This rigorous course focuses on the rhetorical analysis of non-fiction, fiction, film, and current events. Students will learn to identify an author’s purpose and the use of rhetorical strategies in texts ranging from classical writings to contemporary works. Students are introduced to analytical tools designed to develop levels of questioning at the factual, inferential, and analytical tiers of knowledge, which ultimately provides them with mastery in the highest forms of analysis, synthesis, and argument. Through their reading, students will then learn how to craft their own style and voice in their composition writing of various lengths and complexities as well as peer edit and review. Students will be able to write effective prose at a first-year college level as well as take the AP Language exam.
Prerequisites: Successful performance in AP English Literature or Honors English 11 with strong teacher recommendation
Algebra I/Algebra I Honors
Geometry/Geometry Honors
Algebra II/Algebra II Honors
Precalculus/Precalculus Honors
Advanced Placement Precalculus
Financial Algebra
Statistics/Statistics Honors
AP Statistics
Calculus Honors
AP Calculus AB
AP Calculus BC
Multivariable Calculus Honors (Post AP)
Linear Algebra Honors (Post AP)
Algebra I/Algebra I Honors Grades 7, 8, or 9
Algebra I integrates algebraic skill development with the broader framework of developing concepts.  Functions and relations (including linear, quadratic, polynomial, and exponential) are used as a main theme in this study of algebra.  Application-based problems are introduced throughout the curriculum.  Graphing calculators and computer technology are integrated into topics to assist in understanding and visualizing statistics and data, linear equations, and other algebraic functions.  An introduction to radicals is the concluding topic of Algebra I.
Algebra I Honors includes the entire Algebra I curriculum at a more enhanced cognitive level.  Additional topics include a more comprehensive study of radicals, as well as a study of rational expressions and a more in-depth look at functions and their graphs.  Students are expected to maintain and utilize a high level of critical thinking skills.
Prerequisite:  Pre-Algebra, and recommendation by the department for honors level
Geometry/Geometry Honors Grades 8, 9, or 10
Geometry offers the student a comprehensive study of two-dimensional Euclidean geometry.  The language of geometry, polygons, and circles are studied in depth.  The understanding of proof is an objective of the course.  Additional topics of study are:  area of plane figures, constructions (where applicable), transformations, and right triangle trigonometry.  Algebraic and geometric concepts are reviewed in tandem to reinforce their mathematical connections.  Applications are studied throughout the curriculum.  Graphing calculators are used where appropriate.
Geometry Honors includes the entire Geometry curriculum, with a much more extensive study of proof.  Students are expected to maintain and utilize a high level of critical thinking skills.
Prerequisite:  Algebra I, plus departmental recommendation for honors level.
Algebra II/Algebra II Honors Grades 9, 10, or 11
Algebra II reviews, sustains, and extends the knowledge of the real number system introduced in Algebra I.  Polynomials, factoring, and graphing are discussed and explored in depth.  Mathematical models are utilized in the discussion of coordinate geometry, problem solving, and in the detailed study of linear and quadratic functions.  Also included is the study of irrational and complex numbers, fractional exponents, systems of equations, matrices, logarithms, and rational equations.  Graphing calculators and computer technology are integrated into the course to assist in the understanding of solutions of equations and functions.
Algebra II Honors includes the entire Algebra II curriculum, as well as units on trigonometric functions and conic sections.  Students are expected to maintain and utilize a high level of critical thinking skills.
Prerequisites: Algebra I and Geometry, plus departmental recommendation for honors level
Precalculus/Precalculus Honors Grades 10, 11 or 12
Precalculus offers the student a comprehensive study of algebraic and transcendental functions.  The course is constructed to aid students in developing their proficiency in algebraic techniques and in strengthening their understanding of the underlying concepts.  Real-life problems, many using real data, are integrated throughout the curriculum.  As appropriate, the graphing calculator is utilized to augment student understanding of the mathematical concepts.
Prerequisites: Successful completion of Algebra I, Geometry, and Algebra II, with teacher recommendation and permission of the Department Chairperson for the honors level.
The course includes two essential components: Mathematical Practices and Course Content. Students should develop and apply the described skills on a regular basis over the span of the course. Each of the three mathematical practices for AP PreCalculus have associated skills: Procedural and Symbolic Fluency, Multiple Representations, and Communication and Reasoning. Course Content: Polynomial and Rational Functions, Exponential and Logarithmic Functions, and Trigonometric and Polar Functions.
Prerequisites: Successful completion of the Algebra I, Geometry, Algebra II sequence, and permission of the department.
Financial Algebra (College Prep) Grades 11 or 12 (offered alternate years depending on enrollment)
Financial Algebra is an elective math course for any junior or senior who has already completed the required math sequence.  It covers some extremely important real-life topics, including financing a car, applying for a mortgage, balancing a checkbook, or paying off credit card debt.  The students apply prior algebraic knowledge to real-life skills, such as managing a monthly budget.  Numerous practical algebraic functions are explored throughout the course, equipping students with various problem-solving skills needed to make smart economic decisions in life.
Prerequisites:  completion of Algebra I, Geometry, and Algebra II.
Statistics/Statistics Honors Grades 11 or 12 (offered alternate years depending on enrollment)
The primary aims of this elective course are (1) a basic understanding of statistical concepts for use in daily life and (2) use of statistical concepts and methods to facilitate study and research in other disciplines. Some of the topics covered in this course are basic probability, tree diagrams, mean, median, mode and range, standard deviation, permutations and combinations, box and whisker plots, the Normal Distribution, and measures of variability.
Prerequisite: Completion of Algebra I, Geometry, and Algebra II.
Advanced Placement Statistics Grades 11 or 12
The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes:
1. Exploring Data: Describing patterns and departures from patterns
2. Sampling and Experimentation: Planning and conducting a study
3. Anticipating Patterns: Exploring random phenomena using probability and simulation
4. Statistical Inference: Estimating population parameters and testing hypotheses
Prerequisite:  Completion of Algebra I, Geometry, and Algebra II, and permission of the department.
Calculus Honors, Grades 11 or 12
This course is perfect for a student who would like to continue on in the Calculus curriculum after PreCalculus, but is not interested in taking an AP class.  The topics include an in-depth study of functions: algebraic, trigonometric, exponential, and logarithmic. Students investigate the concepts of limits and continuity, integration, and differentiation. Differential calculus and its applications to curve sketching, maximum and minimum problems, velocity, acceleration, and related rates of change are also explored in depth.
Prerequisite: Successful completion of the Algebra I, Geometry, and Algebra II sequence, and permission of the department.
Advanced Placement Calculus AB Grades 11 or 12
This is the first of two Advanced Placement mathematics courses. The topics include the study of functions (algebraic, trigonometric, exponential, logarithmic, limits and continuity), differential calculus (and its application to curve sketching, maximum and minimum problems, velocity, acceleration, related rates of change), and integral calculus (with its application to area between curves and volumes of a solid of revolution).
Prerequisites: Completion of PreCalculus Honors with a strong academic performance and permission of teacher and approval of department chair.
Advanced Placement Calculus BC Grades 11 or 12
This course is the second of two Advanced Placement courses.  Advanced applications are applied to all the topics covered in Calculus AB. Additional topics covered are: infinite series, differential equations, improper integrals, L'Hopital's Rule, partial fractions, parametric equations, polar coordinates and vectors in a plane.
Prerequisites:  Completion of Calculus AB or PreCalculus Honors, with a strong academic performance and permission of teacher and approval of department chair.
The purpose of the course is for students to extend what was learned in AP Calculus AB, and advance their experiences with the mathematical world. Students will discuss limits, continuity, differentiation, and integration in higher dimensions including partial derivatives and double and triple integrals. Parametric and polar equations in two and three space are used to facilitate relations that are not functions.
Prerequisites: Successful completion of AP Calculus AB, teacher recommendation, and permission of the department.
The purpose of the course is for students to extend what they learned in AP Calculus AB and advance their experiences with the mathematical world. This course provides an introduction to linear algebra topics, such as systems of equations, matrices, determinants, and vectors in two and three space, as well as a concluding section on infinite series. Parametric and polar equations are introduced to model real-world problems.
Prerequisites: Successful completion of AP Calculus AB, teacher recommendation, and permission of the department.
Biology (College Prep/Honors) Grade 9
Chemistry (College Prep/Honors) Grade 10
Physics (College Prep/Honors) Grades 11 or 12
Environmental Science Honors, Grades 11 or 12
Forensic Science (College Prep/Honors) 11 or 12 (yearlong)
Human Anatomy and Physiology Honors, Grades 11 or 12
Applied Physics and Engineering (College Prep/Honors) Grades 11 or 12
Astronomy and Space Science, Grades 11 and 12 (Semester long or yearlong)
Advanced Placement Biology Grades 11-12 (alt years with AP Chemistry)
Advanced Placement Chemistry Grades 11-12 (alt years with AP Biology)
Advanced Placement Physics I: Algebra Based Grades 10-12
Advanced Placement Physics C: Mechanics Grades 11-12
Advanced Placement Physics C: Electricity and Magnetism Grades 11-12
Advanced Placement Environmental Science
Professional Science: Introduction to the Research Process (Summer), Grades 7 to 11
Independent Research with Drosophila melanogaster (Post AP)
Computer Science I
Computer Science Principles
Advanced Placement Computer Science Principles
Advanced Placement Computer Science A
Artificial Intelligence Honors
Natural Language Processing Honors (Summer)
Biology focuses on the study of life from an evolutionary and sociological perspective.  The students will explore selected topics through lectures, experiments, and inquiry based activities.  A basic appreciation of biological science is emphasized through real life examples wherever possible.  Topics covered may include, but are not restricted to evolution, ecology, genetics, cell structure, and cell processes.
The honors level course is a molecular approach to biology.  Course material will cover a wide range of biological topics, using a molecular thematic approach, essential for a comprehensive understanding of general biology. Students will learn and be able to apply the scientific method through the development and conduction of laboratory investigations.
Chemistry focuses on the study of natural processes from a physical and observational perspective.  Students explore selected topics through investigation, experimentation, and inquiry-based activities.  Chemistry is emphasized through real-life examples wherever possible.  Topics covered may include, but are not restricted to; stoichiometry, periodic properties, reactions in aqueous solutions, nomenclature, solutions, and gases.
The Honors Chemistry course studies the nature of change as it relates to chemistry and the world, using both qualitative and quantitative methods of analysis through problem-solving, experimental design, and cooperative group learning activities. Specific topics include matter; electron configuration; bonding; gas behavior; mole concept; stoichiometry; redox reactions; acid-base; equilibrium; and solutions.
Prerequisites: Chemistry CP – Biology and Alg I.  For Chemistry Honors, completion of Biology or Biology honors AND completion or concurrent enrollment in Algebra II or Algebra II Honors with teacher recommendation and permission of the Department Chairperson.
This course is designed to introduce students to a detailed, analytical study of the physical world. Precise and accurate measurement methods are utilized during observations to describe or interpret general laws of nature.  Theoretical and higher mathematical concepts and skills are also used to reach this understanding of the laws.  The theme underlying the course is the development of a conceptual understanding of the physical world, and using problem-solving skills to further that understanding.  Students find that, rather than making the material less accessible, equations and formulae can be used to increase understanding.
Prerequisites: Biology, Chemistry, Alg II for college prep level.  For honors level, at least concurrent enrollment in Precalculus or higher and permission of the Department Chairperson.
Environmental science is a comprehensive science elective applying the fundamentals of biology, chemistry and physics to challenges facing the environment today.  The course is taught using case studies to illustrate scientific topics.  It is a lab science course that delves into the impact of humans on our environment.  We study the effects and try to find ways to alleviate some of the negative consequences in our own lives.   Students will engage with current environmental science topics across the curriculum.  A heavy writing course, we use art, economic principles, historical background and science to explore different topics.
Prerequisite: Biology, Chemistry, Algebra II and teacher recommendation
Forensic science is the application of science to criminal and civil laws. This course will study relevant scientific and technological principles and techniques that are used to solve crimes. Topics in this course are arranged to integrate scientific methodology with actual forensic applications. The course will include a wide variety of laboratory methods and forensic cases to give students valuable opportunities for interactive hands-on experiences and to develop problem-solving and critical-thinking skills.
Prerequisite: Biology, Chemistry, completion or concurrent enrollment in Algebra II
Anatomy and Physiology focuses on the structure and function of the various organ systems within the body and on the mechanisms for maintaining homeostasis within the human body. The curriculum will lay a solid foundation for understanding organ systems, and its emphasis on the brain will give the course a more modern perspective. The neuroscience component will feature a brain dissection and will highlight how the anatomy of the brain has been used to deduce its many functions. The class will discuss how the brain functions normally, under the influence of drugs, and in instances of disease.
This project-based course provides each student with an overview of the fields and methods of engineering and introduces skills basic to the field of engineering. After an introduction to the steps of the Engineering design process in the first term, students will explore disciplines in Civil, Mechanical, Aerospace, and Bioengineering. They will apply the engineering design process and applicable scientific principles to design projects throughout the year.
Prerequisite: Biology, Chemistry, completion or concurrent enrollment in Algebra II
Students in high school develop an understanding of a wide range of topics in Astronomy and Space Science that build upon science concepts from middle school through more advanced content and practice. The course will focus on the nature of what is and is not understandable about the universe through historical and current observations of the universe. Conceptual ideas such as why stars shine, the history of the solar system, and the fate of the universe are discussed. Students will be expected to meet once per trimester outside of class for observing.
Prerequisite: Biology, Chemistry, completion or concurrent enrollment in Algebra II
The AP Biology course is designed to be the equivalent of a college introductory biology course usually taken by biology majors during their first year. This course is offered to students who have successfully completed a basic or honors-level course in high school biology and high school chemistry.  The course covers three general areas of study: Molecules and Cells, Heredity and Evolution, and Organisms and Populations.  Students are required to take the AP Biology National Exam in May.
Prerequisites: Biology, Chemistry, and strong academic performance and the permission of the teacher and recommendation of the department chairperson.
The Advanced Placement Chemistry curriculum is a rigorous curriculum designed to prepare students for the Advanced Placement Examination in chemistry.  Students study the structure, properties, and composition of matter and how it reacts through the application of chemical theories using chemical principles and mathematics to predict the outcome of experimentation. This course will develop the student’s critical thinking and problem-solving skills through laboratory investigations.
Prerequisites: Biology, Chemistry, Physics, Precalculus, and strong academic performance and the permission of the teacher and recommendation of the department chairperson.
From the AP/College Board website:  Have you ever been curious as to why some objects float while others sink? Why it’s easier to balance on a bicycle when it’s moving fast? Or why it may seem like you’re moving backward when a car passes you on the highway? In AP Physics 1: Algebra-Based, you’ll learn about kinematics, dynamics, and energy through hands-on laboratory work to investigate and answer questions such as these.
Prerequisites:  Biology, Chemistry, Precalculus (or taken concurrently) and strong academic performance and the permission of the teacher and recommendation of the department chairperson.
This course is designed for students with a strong interest in a career in physics, physical science, or engineering. It is a rigorous calculus-based physics course that prepares students for the Advanced Placement Physics C: Mechanics Exams. Topics include kinematics, linear and rotational dynamics, gravitation, and oscillations.
Prerequisites: Biology, Chemistry, Physics, Precalculus, and strong academic performance and the permission of the teacher and recommendation of the department chairperson.
From the AP/College Board website:  Have you ever wondered how electricity and electromagnetism are used to power the devices and machines you interact with every day? Explore concepts such as electrostatics, conductors, capacitors and dielectrics, electric circuits, magnetic fields, and electromagnetism in AP Physics C: Electricity and Magnetism. You’ll do hands-on laboratory work and in-class activities to investigate phenomena while using calculus to solve problems.
Prerequisites: Biology, Chemistry, Physics, Precalculus, and strong academic performance and the permission of the teacher and recommendation of the department chairperson.
From the AP/College Board website:  How can we meet the needs of a growing population while sustaining natural resources? How can the global community collaborate to address environmental challenges? What does science tell us about our relationship with and dependence on the earth? In AP Environmental Science, you’ll learn how to use the tools of science to address these and other big questions about our planet’s future.
Prerequisites:  Biology, Chemistry, and strong academic performance and the permission of the teacher and recommendation of the department chairperson.
Ever wonder what the job of a scientist actually entails? While many real scientists wear lab coats and mix mysterious substances, all scientists - whether they be the epidemiologists trying to understand a novel disease (think Covid!), or computer scientists and engineers trying to bring quantum computing to your fingertips, or climate scientists trying to predict the fate of our planet - follow the same basic research process. In this class, you will learn the steps professional scientists take in every project they do, from interpreting existing research papers to data analysis techniques, to communicating research to other scientists and the broader society. Whether you just want a deeper understanding of how scientific knowledge is created, or you are interested in doing scientific research yourself, take your science literacy one step further than your traditional science classes in this 5-week, project-based research course.
No prerequisite course.
This advanced research course provides students with the opportunity to design and implement their own
research project using the model organism Drosophila melanogaster, otherwise known as the fruit fly. Due to its short life cycle and easily tractable genetics, the fruit fly has been used in research laboratories for over a century. Fruit flies share about 60% of our DNA and can be attributed to major advancements in fields ranging from sleep and circadian rhythm to cancer and immunity. In fact, six research groups to date have been awarded Nobel Prizes for their work with fruit flies. This course will introduce the history of Drosophila research and the basics of fruit fly maintenance. Students will learn how to develop a research question, design experiments, analyze data, read and write scientific papers, and create professional scientific posters to communicate their findings. By conducting their own research project, students will develop the skills used by real research scientists to uncover the secrets of health and disease.
Prerequisites: Successful completion of or concurrent enrollment in AP Biology and permission of the Department Chair.
This computer science course provides students with an introductory-level understanding of computer programming. Students learn the fundamentals of program design and programming languages.  Projects are assigned for each topic that allow students to gain and develop proficiency at planning, writing, and executing programs.
Computer Science Principles is a course that teaches the principles, big ideas, and practices of computer science. The goal is to ensure that all students are introduced to the broad spectrum of these that make up the essence of computer science. This course enables students to experience the creative and intellectual possibilities—the“beauty” of computing through their participation. Students will become proficient in the computational thinking practices that are embedded within this curriculum.
Prerequisites: Computer Science I
AP Computer Science Principles is a course that teaches the principles, big ideas, and practices of computer science culminating in completing the APCSP exam. The goal is to ensure that all students are introduced to the broad spectrum of these that make up the essence of computer science. This course enables students to experience the creative and intellectual possibilities—the“beauty” of computing through their participation. Students will submit two performance tasks defined and required by the AP, and participate in the exam at the end of the year.
Prerequisites: Computer Science I
AP Computer Science A is equivalent to a first-semester, college-level course in computer science. The course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object-oriented and imperative problem-solving and design using Java language. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems. The AP Computer Science A course curriculum is compatible with many CS1 courses in colleges and universities.
Prerequisites: AP Computer Science Principles
This course will enable you to take the first step toward making your own Artificial Intelligence (AI). In this course, students will learn to implement fundamental problem-solving search algorithms and will develop skills in representation and reasoning, pattern recognition, fuzzy logic, and neural networks. Students will learn about the theory behind graph search algorithms, categorization, optimization, reinforcement learning, and other artificial intelligence and machine learning topics through hands-on projects, which they will incorporate into their own Python applications.
Prerequisites: Successful completion of AP Computer Science Principles or AP Computer Science A
This course will enable you to take the first step toward making your own personal assistant. It will provide you with an introduction to the field of computational linguistics -- the study of human language using the tools and techniques of computer science. Through hands-on projects, students will explore ideas of linguistics, statistical modeling, and machine learning, which they will incorporate into their own Python applications.
Pre-Requisites: Successful completion of AP Computer Science Principles or AP Computer Science A
Foundations in World History: A Big History Approach, Grade 9
AP Human Geography, Grade 9
World History, Grade 10
United States History, Grade 11
Advanced Placement United States History, Grade 11
Psychology, Grades 9, 10, 11, or 12
Philosophy and Ethics, Grades 11 or 12
Middle Eastern Studies, Grades 10-12
Advanced Placement World History, Grade 10, or 12
Advanced Placement European History, Grade 10 or 12
Advanced Placement Macroeconomics, Grade 12
Advanced Placement Microeconomics Grade 11-12
Advanced Placement Psychology, Grade 12
Most of history begins with the written record, but a study in Big History challenges students to consider 13.8 billion years of events, beginning with the Big Bang.  This interdisciplinary approach will lead students through the impact that science, geology, and anthropology have had on our understanding of historical events.  Students will analyze these developments by honing their writing skills and focusing on evidence, logic, intuition, and authority.  Document-based writing will attempt to answer essential questions, such as how a new theory becomes accepted, and why is it necessary to look at something from close up and far away.  The comprehensive approach to history will lay the foundation for students to work their way through subsequent history classes at Saddle River Day School.
This course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine socio-economic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications.  AP Human Geography will provide our most advanced freshmen with an opportunity to shine beyond an “Honors” label. This course is designed to mirror college-level Human Geography and allows for Advanced Placement credit with success on the AP exam in May.
Prerequisite:  Permission of the Department
This course examines the history of the world from the Agricultural Revolution to the present. Along the way, students learn to think like historians -- to analyze historical evidence from multiple perspectives, to test historical claims, and to challenge historical narratives. World History digs deeper into the themes and content introduced in the 9th grade Big History Project. Students will continue to develop their critical reading, analytical writing, research, and discussion skills -- all while learning to love history.
This eleventh-grade course provides a survey of United States history from before colonial times to the present. It focuses on those issues and themes that have emerged to shape American culture, politics, and policies, both foreign and domestic. Since these issues and themes did not happen in a vacuum, there is also an emphasis on presenting American history within a global context and as part of a larger world history. Meanwhile, the course emphasizes skills in critical analysis that require students to locate, evaluate, and integrate different kinds of historical data. Students then present their findings through debates, frequent essays, and other assessments.
This college-level course in American history traces the development of American culture from before the first contacts of Native Americans with Europeans to the modern era. Readings from primary and secondary sources, as well as class discussions, offer students the opportunity to delve deeply into the political, social, and economic values of American society as they evolved over time. There are frequent analytical and document-based question essay assignments, as well as a required research paper.  Students are required to take the A.P. national examination in May.
Prerequisite: Strong academic performance and the permission of the teacher and recommendation of the department chairperson.
This year-long course offers straightforward explanations of the basic themes of psychology while focusing on psychology’s relevance to the individual. Selected topics include neuroscience, learning, memory, personality, and psychological disorders, all with a focus on gender and culture.
The purpose of this course is to enhance the SRDS community through open discussion about some of the most profound questions of humanity. Students will read, analyze, and assess the ideas of many of the greatest thinkers in the history of the world. Through oral and written expression, they will explore complicated questions, look past simplistic answers, and develop an understanding and appreciation for the inherent complexity of life.
In 2011, thousands of Egyptians gathered to demand the fall of their nation’s dictatorial regime as a part of what would later come to be known as the Arab Spring. This unrest spilled across borders, escalating to armed conflict in Syria where, at the U.N.’s last estimate, over 11 million Syrians have been forced to flee from their homes. The goal of this yearlong course is to better understand the Middle East through the lenses of history, politics, culture, religion, and art. This course will emphasize independent research of primary and secondary sources to investigate the lived experience of people involved. These experiences will include, among others, those of Egyptian revolutionaries, Syrian refugees, American soldiers, and Israeli civilians. We will investigate a variety of media (movies, books, sermons, blog posts, etc.), communicate via Skype with people who have relevant first-hand experience, synthesize the stories we encounter, and share our findings with the larger Saddle River community. Each student will be responsible for choosing areas of focus to investigate from multiple perspectives and using multiple lenses. Students will practice the skills of research, discussion, and presentation and, in doing so, learn more about a much-misunderstood region of our world.
The AP World History course focuses on developing students’ understanding of world history from approximately 1200 CE to the present. This college-level course has students investigate the content of world history for significant events, individuals, developments, and processes in six historical periods, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation) employed by historians when they study the past. The course also provides five themes (interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; development and transformation of social structures) that students explore throughout the course in order to make connections among historical developments in different times and places encompassing the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania.
Prerequisite: Strong academic performance and the permission of the teacher and recommendation of the department chairperson.
This course is offered to tenth or twelfth grade students who wish to pursue the rigors of an advanced placement course in European History. The scope of the course extends from the emergence of “modern” Europe in the 1400’s (the Renaissance) to the present day (the end of the Cold War and after). The course focuses on the study of the interaction of political, economic, social, religious, cultural, and intellectual factors that best explains the historical narrative of European history. Emphasis is placed on developing the student’s skills concerning the interpretation of primary sources, which is an important part of this course and the national examination as well. Numerous readings in texts and secondary materials as well as historiographical essays make up the bulk of assignments. Research and writing skills are honed through various types of projects. Students are required to take the national exam in May.
Prerequisite:  Teacher recommendation, and permission of the Department
AP Macroeconomics is an introductory college-level course that focuses on the principles that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination; it also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Students learn to use graphs, charts, and data to analyze, describe, and explain economic concepts.
Prerequisite: Strong academic performance, proficiency with graphing and the permission of the teacher and recommendation of the department chairperson.
From the AP/College Board website:  Have you ever wondered why prices fluctuate for online retailers depending on the time and day? Or why people say, “time is money”? In AP Microeconomics, you’ll explore the answers to these questions as you learn the principles of economics that govern the actions of individuals and businesses. You’ll also explore concepts such as supply and demand, elasticity, and market structures to gain a deeper understanding of how economic decisions shape our world.
Skills You'll Learn:  Define economic principles and model, explain given economic outcomes, determine outcomes of specific economic situations, and model economic situations using graphs or visual representations.
Prerequisite: Strong academic performance, proficiency with graphing and the permission of the teacher and recommendation of the department chairperson.
AP Psychology is an introductory college-level psychology course. Students cultivate their understanding of the systematic and scientific study of human behavior and mental processes through inquiry-based investigations as they explore concepts like the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology.
Prerequisite: Psychology, and permission of the department.
French I
French II and French II Honors
French III and French III Honors
French IV/French IV Honors
Advanced Placement French Language and Culture
Spanish I
Spanish II and Spanish II Honors
Spanish III and Spanish III Honors
Spanish IV and Spanish IV Honors
Spanish Language and Culture (Spanish V) (enrollment depending)
Advanced Placement Spanish Language
Advanced Placement Spanish Literature (enrollment depending)
Arabic Language and Culture I
Arabic Language and Culture II
Arabic Language and Culture III
Arabic Language and Culture IV
World Language and Culture Across the Curriculum
Latin I
Advanced Latin
This is an introductory-level course. For students who are experiencing foreign language instruction for the first time, this is a fundamental course which allows those students the opportunity to learn cooperatively. Awareness of and appreciation for the French-speaking community and its culture are among the ultimate objectives of instruction.
This course expands upon concepts presented in French Level I. Much more emphasis will be given to structure and verb tenses; new vocabulary acquisition will be a constant goal, as will the development of conversational ability.  Awareness of and appreciation for the French-speaking community and its culture are among the ultimate objectives of instruction.
Prerequisite:  Successful completion of level I or teacher recommendation.
French III emphasizes primarily the development of speaking skills with continuous work on listening comprehension, reading and writing skills. Students will increase their vocabulary and grammar skills so as to be able to converse more readily in French. Awareness of and appreciation for the Francophone world is a crucial objective of instruction at all times.
Class is conducted in the target language with the exception of grammatical explanations.
This is an advanced proficiency course which serves to refine both oral and written communication skills with current and relevant vocabulary presented through authentic literary readings from France and the Francophone world. Literature texts are discussed and analyzed in the target language. French IV focuses on the more sophisticated grammatical structures of the language. Internet resources are used to enhance student learning.
AP French is a college-level course, which culminates in the Advanced Placement Examination sponsored by The College Board.  Students who are successful in this course achieve fluency in the four disciplines of understanding, speaking, reading, and writing French.
Prerequisites:  French IV Honors with strong academic performance and the permission of the teacher and recommendation of the department chairperson.
This course is for students who have not had Spanish or for those students who experienced difficulties in Spanish 7. The topics covered will be those included in the traditional high school curriculum for introductory Spanish. Instruction emphasizes the development of listening comprehension, speaking, reading, and writing skills in Spanish with a primary focus on oral proficiency. Students will engage in simulations, projects, and activities that will place them in real-life situations and reinforce the subject matter.  An awareness of and appreciation for the Spanish-speaking community is a supreme objective of instruction at all times. Materials include written text, short novels, live audio, and online resources.
This is a one-year course that expands upon concepts learned in Spanish 8 or Level I. Much more emphasis will be given to structure and verb tenses; new vocabulary acquisition will be a constant goal, as will the development of conversational ability. More emphasis will be placed on strengthening reading and writing skills. Further appreciation of Spanish cultures will be a motivating force. Materials include texts, workbooks, audio, readers, and computer programs.  The honors program includes increased vocabulary and strong emphasis on listening and speaking skills.
Spanish III emphasizes primarily the development of speaking skills with continuous work on listening comprehension, reading and writing skills. Students will increase their vocabulary and grammar skills so as to be able to converse more readily in Spanish. Awareness of and appreciation for the Spanish speaking community is a supreme objective of instruction at all times.
Spanish III Honors expands upon concepts learned in Spanish I and in Spanish II. Reading and writing skills will increase to a much higher level of sophistication as students learn to deal with opinions, ideas, and concepts. A keen understanding of grammar will be encouraged. Vocabulary applications will reach new limits. Class is conducted in the target language with the exception of grammatical explanations.
Spanish IV aims to motivate students to use language creatively through engaging, student-centered role-playing, conversation starters, problem solving tasks and content-based activities. Students practice key language functions such as persuading, obtaining information, responding to requests, expressing preference and giving commands. Students will be exposed to current events and discussions of the same will be held. Class is conducted primarily in Spanish with the exception of some grammatical explanations.
Spanish IV Honors is an elective for students who have excelled in Spanish III (Honors).  Spanish IV (Honors) primarily stresses sophisticated development of reading skills in Spanish.  Students read literature by prominent Latin American and Spanish authors.  In addition, writing skills are brought to a sophisticated level.  Authentic materials from the media and the Internet serve as an integral part of the course curriculum.  Spanish is spoken in class with the exception of some grammatical explanations.
This course is an elective for students who have completed Spanish IV and are interested in continuing to perfect their communication skills in both speaking and writing. Students will review basic grammar and expand their vocabulary. Speaking, reading, and writing will all be stressed. Admission to this course is based on a good level of performance in Spanish IV and teacher recommendation.
AP Spanish Language is a college-level course, which culminates in the Advanced Placement Examination sponsored by The College Board. Students who are successful in this course achieve fluency in the four skills of listening comprehension, speaking, reading comprehension, and writing in Spanish.
Prerequisite: Spanish IV Honors with strong academic performance and the permission of the teacher and recommendation of the department chairperson.
AP Spanish Literature is a college-level course, which culminates in the Advanced Placement Examination sponsored by The College Board. This course is offered to students who have already taken the AP Language course.  This course requires an intensive study in Spanish Literature.
Prerequisites: AP Spanish Language with strong academic performance and the permission of the teacher and recommendation of the department chairperson.
This introductory course starts with learning the Arabic alphabet and focuses on the reading, writing, listening and speaking of Modern Arabic. It also explores cultural topics from the regions where Arabic is spoken.
This course continues the introduction to Arabic.  The goal is to engage with the Arabic language by studying and exercising speaking skills in Modern Standard Arabic (MSA) and Levantine dialect, by studying and exercising reading and writing skills in MSA and by exploring relevant cultural traditions.  Students also research modern life in the Arab world.
Students continue to use language for communication in "real life" situations. Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate, and present oral and written information to various audiences for a variety of purposes.
This course will continue to reflect the emphasis of Arabic III on Modern Standard Arabic. Students will continue to build on the skills and strategies acquired for all listening, reading, speaking, writing and culture modalities. In addition to increased vocabulary repertoire, a greater emphasis will be placed on grammatical accuracy, thus providing a firm base to deal with more complex sentence structure, and larger spoken and written texts dealing with topics of general and daily interest.
WLCAC courses aim to infuse world languages across the curriculum in order to complement and deepen the understanding of international cultures for each student outside the traditional language classroom. Classes are taught in English but actively incorporate intercultural perspectives. Each trimester of the proposed class will focus on one of the three traditional world language areas offered at SRDS.
Latin 1 introduces students to Roman culture and the Latin language. The course begins by focusing on the daily life of a family in Pompeii, a city located south of Naples in the 1st century CE. Students will explore various aspects of Roman society, including the roles of government and religion, as well as Rome’s fascination with both gladiator fights and theatrical performances.
After establishing an understanding of life in Rome, the course broadens to examine the wider Roman Empire, which stretched from Britannia to Egypt and Turkey. Students will explore how these diverse regions were influenced by and integrated into Roman culture. By the end of the course, students will have developed a foundational understanding of Latin, preparing them to begin reading selections of Latin literature in future courses.
Since students already have a solid foundation of grammatical concepts, Advanced Latin will explore the remaining complex grammatical structures.  We will begin by focusing on how the military helped Rome control such a diverse, vast empire in 1st century CE.  Although high-ranking military officers received the praises and rewards, it was the common foot soldier who built the roads and fortresses which allowed Rome to quickly squash any rebellion.  Once we have a strong grasp on the requirements needed to maintain such an empire, we will return to Rome herself.  Since the city of Rome was the epicenter of the empire, it was filled with grand buildings, luxurious imports, and new technologies.  In order to improve our understanding of the culture, history, and language, we will be reading portions of Latin literature in conjunction with the readings from our textbook.  By the end of the year, students will feel comfortable reading and analyzing Caesar’s own account of his victory over Gaul.
Business & Entrepreneurship, Grades 8-12
Business & Entrepreneurship II, Grades 9-12
Business & Entrepreneurship III, Grades 9-12
The Closing Bell, Grade 12 only
Honors Business Law MCP, Grades 11-12
Marketing I
Marketing II
Marketing III
Advanced Placement Microeconomics Grade 11-12
Advanced Placement Macroeconomics, Grade 12
Introduction to the Foundations of Real Estate, Grade 12 only
Business Clubs: DECA and FBLA
Business and Entrepreneurship I offers a practical, hands-on introduction to the exciting world of business. Students explore key concepts such as entrepreneurship, marketing, finance, management, and economics. Students rely on real-world examples, group projects, and interactive simulations to accomplish this. Students will learn how businesses are created, how they make money, and how they grow. They will understand what makes a good leader, how brands connect with customers, and what it takes to launch your own idea. Projects such as the Rebel Innovator Challenge and Coca-Colonization Project will produce not only collegiate-level thinking, but an entrepreneurial attitude.
Business and Entrepreneurship II builds on the foundations of Business I.  Students learn about vision and mission statements, and company and product descriptions, Marketing, including the global market, corporate social responsibility, budget and finance and Business ethics are some of the units covered in the course.  Students continue to apply technology applications and case studies to work on developing an entrepreneurial mindset.  The year culminates with designing a plan for a service or product business.
Prerequisite: Business & Entrepreneurship I, or permission of the department.
This course is designed as a seminar-style class that allows students to apply the knowledge acquired in Business and Entrepreneurship I and Business and Entrepreneurship II. During the course, students will actively engage with their peers to simulate a realistic college lecture environment. Projects aimed at teaching strategic analysis, international business, and entrepreneurship provide students an opportunity to demonstrate their ability through a medium other than traditional exams. Students participate in the annual Rebel Innovator Challenge, either presenting their original business plans, or summarizing an internship experience.
Prerequisite: Business & Entrepreneurship II, or permission of the department.
This is a full year course designed to provide students with a solid foundation in understanding the financial markets and institutions.  Major topics covered: Interest Rates, the Federal Reserve, security valuation, monetary policy, securities markets, pension funds and risk management.  Students analytical and quantitative skills will be constantly challenged.  Students will learn and understand the fundamentals of the markets. Current events will be extremely important in this class.  Students will be required to apply their book knowledge to real life market moving events. When available guest speakers may also be invited to present to the class.
Topics to be discussed include:
Determination of Interest Rates
Interest Rates and Security Valuation
The Federal Reserve System and Monetary Policy
Securities Markets
Money Markets
Bond Markets
Mortgage Markets
Stock Markets
Derivative Securities Markets (Options)
Taking Calculated Risks and Making Profits
Commercial Banks vs Investment Banks
Pension Funds
Management of Risk (Credit Risk, Liquidity risk and Interest Rate Risk)
Grade Levels:  Seniors only
Prerequisites:  Successful completion B&E I, B&E II or AP Macro Econ or permission from the department head.
Middle College Program with Farleigh Dickinson University
Honors Business Law is structured as an interactive, seminar-style class where students will explore foundational legal concepts related to business operations. Students will engage in case studies, debates, and collaborative projects to simulate real-world legal scenarios in a business context. Through a combination of mock trials, group presentations, and problem-solving exercises, students will develop practical skills and deepen their understanding of how legal frameworks influence business decisions and strategy. Students have the opportunity to earn college credit through the Early College Program at Fairleigh Dickinson University, or publish an article in Saddle River Day’s Law Review.
Topics to be discussed include:
Laws and the Ethical Foundation
Court System
Criminal Law
Civil Law
Contract law
Tort Law
Constitutional Rights
Consumer Protection
Legal Forms of Business
Bankruptcy
Property Law
Insurance Law
Employment Law
Environment Law
Warranties
Credit
Prerequisites:  Business and Entrepreneurship I or Dept. Chair approval.
This course introduces students to the fundamentals of marketing, retailing, and selling/service businesses as well as basic economic concepts. Topics covered will include supply and demand, competition, business cycles, market segmentation, distribution, human resources, the sales process, promotion, public relations, business ethics and social responsibility, and price planning and strategies. The goal of this course is to enable students to understand and apply marketing, management, and entrepreneurial principles to make rations economic decisions, and to exhibit social responsibility in a global economy. “Hands-on” learning activities that increase student involvement and add a sense of personal meaning for students will be utilized throughout the course. Learning to work as part of a team, sometimes as a responsible leader and sometimes as a team player, will be emphasized. Part of this process includes learning to communicate effectively. Listening, reflecting, providing constructive feedback, and carefully considering the ideas of others are important skills to take to the workplace and students will gain an understanding of this throughout the course.
Prerequisites:  Business and Entrepreneurship I or Dept. Chair approval.
The Marketing II course is designed to teach students how to integrate the marketing and management principles they have learned into real world practice.  This introduces students to advanced marketing functions and their application and impact on business operations.  Marketing II builds off the principles and concepts taught in Marketing I.  Students assume a managerial perspective in applying economic principles in marketing operation’s needs, examining distribution and financial alternatives, managing marketing information, pricing products and services, purchasing and professional sales.  Topics include pricing, financial analysis, channel management, marketing information management, product service planning, human resources, management, and careers in marketing. Computer projects, presentations and simulations will be important part of the class.
Students apply skills and concepts learned in Marketing I and II in a variety of project-based learning experiences. Students will use higher-order thinking skills and develop key competencies in the areas of critical thinking and problem-solving communication, collaboration, creativity, and innovation. Students will have the opportunity to operate the school-based enterprise. Students will be encouraged to compete in DECA and FBLA written events. Students will be expected to participate in leadership opportunities within the school, including mentoring, charity initiatives, and partnering with area businesses in collaborative projects. Topic areas emphasized include management, operations, math fundamentals, interpreting numbers, maintaining financial records, sales, selecting and displaying merchandise, promotion, product service planning, marketing information management, project and time management, business ethics, and human relations.
This course will introduce you to the basic principles of economics and major theories of microeconomics, and help you understand how those theories apply to the world around us.  Major topics we will explore in our study of microeconomics: Basic Economic Concepts, Supply and Demand, Market Failure and Government Policies, Production, Cost, and Perfect Competition, Imperfect Competition, and Factor Markets. Throughout the term, we’ll research and discuss contemporary economic events, trends, policies, and issues, and we’ll explore how the economic theories we are studying apply to things that are happening around the world today.
Goals: To learn an economic way of thinking, and get in the habit of thinking economically about a wide range of political, social, and other issues; To gain an understanding of economic problems and opportunities, and the way people, businesses, and governments approach those problems and opportunities; To research and engage with a number of sources, including scholarly journals, data sets, governmental and non-governmental agency reports, secondary sources, and others; To formulate and articulate your opinions on modern economic and political issues in a well-reasoned manner; To prepare to take, and succeed on, the AP Microeconomics exam.
Prerequisites:  Recommended completion of precalculus or departmental approval
Advanced Placement (AP) Macroeconomics will explore the principles of economics that apply to our system. It focuses particularly on the study of national income and price-level determination. It also develops familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics.  Competencies are essential skills that students will develop throughout the course. These competencies will guide our learning throughout the year, and beyond the scope of the course. Students are expected to demonstrate their growth in these competencies through the different daily activities, assessments, and overall approach toward learning. Use economic terms accurately, apply economic analysis to contemporary questions, Support claims with evidence and data, learn independently and collaborate with your classmates. Course Outline: Basic Economic Concepts, Economic Indicators and the Business Cycle, National Income and Price Determination, Financial Sector Long-Run, Consequences of Stabilization Policies, Open Economy—International Trade and Finance.
Prerequisite: Strong academic performance, proficiency with graphing and the permission of the teacher and recommendation of the department chairperson.
This is a full-year high school course designed to provide students with a solid foundation in real estate.  The curriculum is structured into two semesters. In the First Semester, the course begins with Introduction to Real Estate, where students learn about the industry’s significance, key terms, various types of real estate, and career paths available. Each student will research and present on a specific real estate career. The next unit, Real Estate Principles, covers property ownership concepts, zoning laws, real estate contracts, and includes a hands-on activity where students draft a simple lease agreement. Following that, Real Estate Finance introduces mortgages and financing options, investment analysis, and local market trends, with an emphasis on understanding return on investment and cash flow.  In the Second Semester, the curriculum continues with Property Management, where students learn about the responsibilities of property managers, tenant relations, maintenance, and financial management. A class project requires students to create a property management plan for a hypothetical property. The unit on Marketing in Real Estate covers marketing strategies, understanding demographics, and utilizing technology, such as social media and virtual tours, to promote properties effectively. This comprehensive curriculum aims to equip students with the knowledge and skills necessary for a successful career in real estate.
Topics to be discussed include:
Types of real estate: residential, commercial, industrial, and land.
Exploring career paths in real estate (agents, appraisers, developers).
Concepts of property ownership and rights (freehold vs leasehold).
Zoning laws, land use regulations, and environmental considerations.
Real estate contracts: purchase agreements, leases, and disclosures.
Understanding mortgages: types, terms, and processes.
Financing options: traditional loans, FHA, VA, and alternative sources.
Investment analysis: ROI, cash flow, and risk assessment.
Introduction to property management and responsibilities.
Tenant relations: communication, lease enforcement, and conflict resolution.
Financial management for property managers (budgeting and accounting).
Basics of real estate marketing strategies (online and offline).
Understanding market demographics and target audiences.
Utilizing technology: social media, websites, and virtual tours.
Grade Levels: Seniors only
Prerequisites: Successful completion B&E I, B&E II, Marketing or AP Macro Econ or permission from the department head.
DECA
stands for Distributive Education Clubs of America.  DECA is a club for students to prepare for careers in marketing, finance, hospitality, and management through competition, leadership opportunities, and community involvement. Its aim is to inspire future leaders and entrepreneurs by developing skills in business and career readiness.  DECA give students hands-on experience in business fields, prepare for DECA competitions, and provide opportunities to network with like-minded peers. The club also supports leadership growth and professional development in a fun, engaging environment.
FBLA
stands for Future Business Leaders of America, a career and technical student organization for high school, and college students interested in careers in business.  Academic Competitions: Students can demonstrate their business expertise by competing at regional, state, and national events. These competitions can cover subjects such as public speaking, marketing, entrepreneurship, and personal finance.  FBLA offers members the following: Conferences and Workshops: FBLA hosts events at the state and national levels, which offer workshops, seminars, and networking opportunities with business professionals and other students.  Leadership Development: Members gain and practice leadership skills by serving as officers at various levels of the organization or by participating in specific workshops.  Community Service: FBLA encourages members to contribute to the improvement of their home, business, and community through various projects. The national charity partner for FBLA as of 2024 is the Alzheimer's Association.  Educational Programs: The organization provides educational programs, such as the Business Achievement Awards, to help members build their knowledge and skills.  Networking: FBLA provides a platform for members to connect with peers and business professionals. These connections can lead to scholarships, internships, and job opportunities.
Studio Art (Introductory)
Art Major
Portfolio Art (Honors)
Graphic Design I, Grades 9-12
Graphic Design II, Grades 9-12
Graphic Design III, Grades 10-12
Graphic Design IV
Digital Photography
Advanced Photography
Videography/Broadcast Journalism
Advanced Videography
Advanced Videography Practicum
VR City
Advanced Placement Art History
Art-making integrates emotions and intellect.  The creative problem-solving experience is a model for real-life and work situations.  Art provides an alternative and generates satisfaction in a process creating personal growth.  The art process at Saddle River is creative, intellectual, and technological.  These students explore basic fine arts techniques: drawing in many media, painting, sculpture, color theory, composition, informal perspective, and the elements of art and design.  Students have the opportunity to show their work in an all-school art show at the end of the year.
This course is recommended for the serious art student.  It aims to strengthen basic skills in drawing and painting while incorporating lessons in art history.  Students will be expected to experiment and complete work in various two and three-dimensional media.  This course concentrates on the mastery of new skills and the appreciation of previously learned material to the execution of more complex problems involving design, techniques, expression and creativity.  Student work is evaluated individually on its own merit with some use of critiquing and portfolio review.
Prerequisite: Permission from the teacher and department chair is required to take this course.
This course will help serious high school students prepare a portfolio for college admission.  Focus is on individuality.  This course includes the development of ideas, drawing and painting techniques, composition, presentation and documentation.  Each student will produce a 20-piece portfolio for admission to an art school.  They will photograph their artwork to present slides or prints where required.  At least half of the portfolio should show drawing from life and include a variety of media and examples of original and creative problem-solving.  A well-filled sketchbook is also an important element.  Supplemental courses are encouraged at local colleges and community art centers to enhance the student’s body of work.  Each fall a visit is scheduled on campus with art college representatives.  The students will be able to interview and have their portfolios critiqued by the representatives.
Prerequisite: Permission from the teacher and department chair is required to take this course.
In this course, students are introduced to the basics of graphic design. This course is suitable for students new to graphic arts or those who have taken classes previously. Students will learn how to successfully navigate industry applications such as Adobe Photoshop, Adobe Illustrator, and Adobe Indesign. They will face the challenge of real-world projects, which may include corporate identity, portraits, print advertisements, packaging design, multi-media imagery, editorial design, book design, as well as graphic pieces for school functions. They gain a basic foundation of the history of graphic design and create artworks in the style of well-known graphic designers. Students are introduced to the d.school model of the design thinking process as well as a collaborative design team approach to project management.
Prerequisite:  Studio Art or 3 years of graphic and studio art in middle school and recommendation of the teacher and department head.
This course is an extension of Graphic Design I. Students continue to refine and conceptualize their ideas using the industry standards of Adobe Photoshop, Adobe Illustrator, and Adobe Indesign. They must be able to work independently and generate their own concepts for projects at this level. Graphics II furthers the focus on the critical role of typography in graphics arts. Using the d. school design thinking model, students create a prototype for a product that solves a problem which they identify and then work on branding, 3D packaging design, and print advertisements. They will learn how to build upon their presentation skills by working with professionals when relevant, with an increased importance on meeting deadlines. Students continue to study layout design and vector art creation and projects may include design contests, digital illustration, packaging design, signage, advertising, type portrait, textile design, corporate identity, and product design. If time permits, the students will be taken on a field trip such as to a museum, design agency, animation company, or advertising firm.
Prerequisite: Graphic Design I and recommendation of the teacher and department head.
Graphic Design III is an advanced continuation of projects using Adobe Photoshop, Adobe Illustrator, Adobe InDesign, and time permitting, 3D printing for three-dimensional design. Students will continue to use the d. school design thinking model to solve problems and are expected to approach projects more confidently and independently using a “blue sky approach.” Students are given real-world experience through collaborative learning with professionals, and a curriculum rich in art history and interdisciplinary subject matter. They will learn how to work with a variety of real world experts and develop print and digital media which may include architectural perspectives, sections or plans; mood boards, logos, and animations for projects developed in conjunction with professionals or in response to issues that they identify. Students will continue to experience the importance of the design process from start-to-finish; concepts and sketches, design stage, and production, and will develop fluency in their ability to conceptualize and then materialize. Projects in this course will vary each year based on student interests and the availability of real world experts, though the skills and expectations of the course will remain the same. If time permits, the class will be taken on a field trip such as to a museum, design agency, animation company, or advertising firm.
Prerequisite:  Graphic Design II and recommendation of the teacher and department head.
In Graphic Design IV students continue to use industry standards such as Adobe Illustrator, Photoshop, and InDesign to solve design problems and communicate visually using the d.school model of the design thinking process. Adobe applications are used in innovative ways and students are expected to demonstrate fluency as some projects require the use of more than one application in order to be successfully completed. Since Graphics IV is the culminating class of the Graphics program, students who take this course are expected to be highly motivated and independent workers. The class is run like a design firm, and students will collaborate with professionals in various fields to build their agency as designers. Students are expected to be able to articulate why a design works based on the elements and principles of art, and to give and receive constructive feedback in order to reiterate their work. Graphics IV are expected to be leaders in the graphics program by providing support to other students in our program. Students will be introduced to a variety of designs and designers to inspire their work, such as architectural perspectives and established graphic artists. Projects may include the creation of architectural perspectives, sections and plans; branding for both print and digital media, layout design, effective project presentation, digital animations, and signage for the needs of our community. This course culminates in an independent study project of the student’s choice which should communicate, in part, what the student felt was most meaningful during their design experience at our school.
Prerequisite:  Graphic Arts III and recommendation of the teacher and department head.
Students are introduced to the fundamentals of digital photography through a blend of history, theory, hands-on work, and peer review. The course explores the history of photography, the basic features of modern DLSRs, the elements of composition, lighting and design, and the use of post-processing software to maximize visual impact. Class time will be used to learn and discuss the technical requirements of digital photography and to process images in the Adobe environment and to review and critique professional and student work.
Advanced Photography is open to students who have taken Digital Photography.  The curriculum is designed to develop new skills using photography to tell a story, and students are encouraged to develop their own personal style. The coursework is organized with long term projects serving as a vehicle to acquire more advanced technical and artistic skills in practice. The course offers students opportunities to engage with different size film and digital cameras, get introduced to studio photography with the use of lighting equipment, and post-production techniques that support their artistic inclinations. Field trips are scheduled to advance the skills of approaching people and places as professional photographers.  By the end of the year, students will emerge with their own professional portfolio and they will exhibit their best work at the annual school art show.
This class is an introduction designed to provide students with artistic, creative and historical background in the fields of video, broadcasting, and film production through a theory-based, hands-on approach. This course provides instruction and training in pre-production, production and post-production phases of project development. Topics include writing scripts and storyboarding, technical aspects of the digital video camera, shots and composition, media literacy and non-linear editing. Students will work on single-camera productions but will also have the opportunity to work in the production studio with multi-camera, live programming.
Advanced Video Production is a hands-on course focusing on traditional production roles such as director, producer, camera operator, editor and screenwriter. Students will build on their knowledge and experience from Videography class. They will develop more sophisticated and complex productions incorporating new camera and post-production techniques.
Students will create pitches, storyboards, split scripts, production schedules and shot sheets in the pre-production phase. They will cast, shoot, direct and produce their various film projects and then edit, color correct, sound design and export their finished videos. Students will produce various projects of various lengths and topics depending on their interest. They may also plan and execute an online or digital film fest.
Prerequisite:  Completion of Videography and Broadcast Journalism.
This independent study opportunity enables students to earn academic credit while gaining relevant experience and an understanding of the video production and marketing industries. It will also contribute to their understanding of the job market and give them experience with collaboration, time management and mass communication. This independent study can also supplement academic learning in certain subjects.
Students may able to build networks and make contacts for career development while gaining relevant experience. Their regular tasks should allow them to apply their broad skills and talents to benefit SRDS as well as further their own development. Students will gain a command of conception to distribution and analytics as well as intentional creation and deployment of video marketing.
Tasks may include: assisting with producing and editing videos for SRDS, writing copy for various marketing materials and producing their own independent video project from start to finish.
Prerequisite: Completion of Advanced Videography
Students will collaboratively design and build a city entirely in VR—a city that embodies the 17 United Nations Sustainable Development Goals (SDGs) 17 sustainability goals. This interdisciplinary course merges architecture, industrial design, art, film/TV production, physical fitness, and worldbuilding into a single, year-long elective.  The project culminates in a living digital city that can be explored in VR and on desktops, alongside a physical scale model fabricated in the IDEAS Lab—an evolving installation for the entire SRDS community to experience.
Core Goal: Use a wide variety of VR technologies to create projects otherwise impossible using existing tools. The key idea is that the headset puts you in a shared educational space regardless of where you are on the planet and allows collaboration with others from around the world.
From the AP/College Board website:  AP Art History offers a mix of art and history that’s more than just memorizing dates and names. Spanning cultures across all continents and from prehistoric to contemporary times, in this course you’ll explore the different social and cultural beliefs, political and economic systems, and scientific and technological advancements that have led to the creation of well-known sculptures, paintings, buildings, and many other types of art.
Upper School Acting (a series of semester-long courses taken individually or yearlong)
Music Theory I
Music Theory II
Music Theory III
Advanced Placement Music Theory
Upper School Band, Grades 9–12
Concert Choir, Grades 9–12
US Jazz Ensemble, Grades 9–12
US String Ensemble, Grades 9–12
Vocal Master Class, Grades 9-12
The class is project-based, with a live or recorded performance given each semester.   The class covers the fundamentals of acting including exposure to and practice of different techniques and schools of acting.  Students learn the history of American Musical Theater as it evolved from earlier popular art forms, and explore the various fundamental techniques of stage acting and dancing that are the essential building blocks of musical theater performance.
Students who wish to further their musical education by ensuring their knowledge of the fundamentals of music should register for Music Theory. The topics of the class include note and rhythmic notation, key signatures, time signatures, scales, modes, chords, and elementary musical forms.
Students who have completed Music Theory I or have passed the SRDS music theory proficiency test may register for Music Theory 2. The topics of the class include harmonic analysis, four-part harmony of melodies, counterpoint, elementary composition and arranging, chord construction and analysis, and chord/scale relationships.  The techniques studied are based on the common practice period in classical music as well as those of modern jazz and popular music.
Prerequisite:  Completion of Music Theory I, and permission of the department chair.
Those students who have completed Music Theory II or have passed an advanced music theory placement test may register for Music Theory III.   In Music Theory III, the students follow a rigorous course of review of theory fundamentals, and throughout the year they have weekly ear-training assignments.  Simultaneously, the students complete a series of projects developed by the teacher while carefully considering each student’s artistic path.  Examples of possible projects include in-depth composition, arranging, and orchestration assignments, 18th-century counterpoint studies, and analysis of orchestra compositions.  Successful completion of MT3 prepares a student for college music theory entrance examinations for both classical and jazz/pop disciplines.
Prerequisite: Completion of Music Theory II, and permission of the department chair.
AP Music Theory is an introductory college-level music theory course. Students cultivate their understanding of music theory through analyzing performed and notated music as they explore concepts like pitch, rhythm, form, and musical design.  Meets 3x per week.
Prerequisite:  Permission of the instructor.
Students who play a woodwind, brass, or percussion instrument may register for Upper School Band. The repertoire of the group includes classic and contemporary works for chamber orchestra and concert band as well as pops and large-ensemble jazz selections.   The concert selections include pieces by composers such as James Swearingen, Duke Ellington, and Ludwig van Beethoven.  The band performs at least two concerts each school year.
In Concert Choir, students develop their own musical potential and the skills necessary to be a vocal musician.  Rehearsals focus on vocal technique, musicianship, learning to sing in harmony, and performance practice.  The group’s repertoire consists of a variety of styles including arrangements of popular songs, Broadway selections, as well as choral classics.  The Choir performs at our Winter and Spring concerts and often at special school events.
Jazz Ensemble is open to students who play any instrument proficiently and wish to learn the art of jazz improvisation.   All instruments are welcome, including piano, guitar, bass, drums, and all brass, woodwind and string instruments.  The ensemble learns primarily classic jazz tunes by artists such as Duke Ellington, Thelonius Monk, Horace Silver and Charlie Parker.  Each student learns how to improvise over the chords of the tunes the ensemble learns.   The ensemble performs at least two concerts each school year.
Upper School String Ensemble is open to students who play violin, viola, cello, bass, or piano. The ensemble learns repertoire primarily written by pillars of classical music, such as Bach, Mozart, Beethoven, Telemann and Schubert.  The ensemble performs at least two concerts each school year.
Vocal Master Class is offered to students who are already enrolled in Concert Choir.  This advanced group focuses on solo singing in the Master Class style format.  Students will learn to perform songs as a soloist in genres such as Musical Theater, Classical, and Pop and they will develop the skills necessary to be an effective, vocally healthy and safe solo singer. Students will perform regularly during class time in front of their peers and
teacher as well at public performances. (co-requisite requirement: Concert Choir)  Meets 2x per week.
Research and Writing, Grade 9
Sophomore Seminar
College Counseling Workshop (CCW), Grades 11 and 12
Mandatory full-credit major course for 9th grade
This course builds the skills necessary for writing a long-form research paper. Topics include research questions, keyword research, organization, thesis writing, bibliographic style, and the revision process from rough draft to final paper. Students will be guided through the entire process from initial topic to final draft in the first trimester, and given a bit more independence in each subsequent term. In all, every student will complete three full-length research papers by the end of the year, and they will be prepared with all the skills and practice needed to tackle any future research papers.
The Purpose of the Sophomore Seminar is to provide all Sophomores with the necessary skills and support to put forth their best academic work while at SRDS. Additionally, the program seeks to provide the tools for those Sophomores who are developmentally ready to engage with the college process. Using resources like YouScience and Coursera, and through frequent written reflection, students can better understand how best they learn and what they might be passionate about. Through intentional instruction of introductory Cognitive Learning Theory, and deliberate practice of thinking about their own thinking, students will better understand themselves as learners, and develop a greater sense of self-advocacy.
CCW is designed for juniors and seniors in order to help facilitate the many steps of the college process.  Students meet once per week during a designated open period to meet with the college counselor and work on interviewing skills, essay writing, and the college applications.