10th Grade
A full sophomore year, English 10, Geometry, Chemistry and World History, plus Spanish II, a fine arts credit, computer science and speech. Every course is published in full, with a teacher inside every lesson.
Start 30 days freeFive days from the opening week of 10th grade, taken from the lessons themselves rather than written to sound good.
The week opens with a blank check on purpose: no new content, just a look at what your child already does with explicit versus non-explicit meaning, before the year's close, suspicious reading actually begins.
Geometry opens with no new instruction either, a short preview of what this course means by 'transformation,' worked through once on a simple plotted example, so the vocabulary has a picture attached before it has a definition.
Chemistry opens with a real instrument in hand: a graduated cylinder and a balance, read correctly while you narrate what makes a measurement trustworthy, eye level, the meniscus, zeroing the scale, before any calculation touches the numbers.
World history opens with one map, one legend entry, one named region, one physical feature, read aloud fully once before your child has to do it alone, the entry point into a unit on land empires and exchange networks.
Art history opens with no vocabulary at all: one unfamiliar image projected and one instruction, write down everything you notice, in full sentences, for five minutes, before the course hands your child a single term to describe what they already saw.
This is a full year of 10th grade English built around one question: how much do people get shaped by their families, their communities, their history — and how much do they push back? Your child starts with short stories and works up to a whole novel, a Shakespeare play, real speeches and essays, and finally their own research paper. By the end they're picking a claim about a book or play, defending it in writing, and then defending it out loud when someone tries to poke holes in it. It's a lot of reading and a lot of writing, and it builds — nothing here is a standalone unit you do for two weeks and forget.
This is the year your child learns to prove things about shapes instead of just measuring them. They'll figure out what actually makes two shapes "the same" — not eyeballing it, but showing a slide, flip, turn, or resize connects them. From there they build up to writing formal proofs about triangles, then reuse that same logic for circles, coordinate geometry, and 3D shapes. Along the way, trig and geometric probability show up not as brand-new topics but as the same ideas from earlier in the year wearing new names. By June they should be able to look at a diagram and tell the difference between "this looks true" and "this is proven."
This is a full year of high school chemistry, done with kitchen equipment instead of a lab. Your child measures real stuff, separates a real mixture, weighs gases they can't see, and eventually runs a titration with red cabbage juice as an indicator. By June they should be able to look at an unfamiliar substance or reaction and reason about what's happening at the level of atoms and molecules, not just recall a fact about it. The math is real (moles, molarity, gas laws) but it's always in service of explaining something they can watch happen on the counter.
This is a full-year world history course for 10th grade that skips the "march through centuries region by region" approach. Instead it asks one big question over and over, in different costumes: when things connect — trade, ideas, disease, power — who ends up ahead and who ends up behind, and did anyone actually plan it that way? Your child will read real historical documents (letters, laws, propaganda posters, speeches) and argue from them, not just memorize dates. By the end, the goal is that they can look at a historical situation they've never seen before and say which of the course's recurring patterns explains it — and where that explanation runs out of road.
Year one taught your child to speak. Year two teaches them to be worth listening to. The method has not changed and that is deliberate: Clara talks with them one-to-one, never explains grammar, and when they say something wrong she simply says it back correctly and keeps going — the way you learned your own first language from the adults around you. What changes is the demand. She speaks much more Spanish, she pushes for four sentences where one used to do, and she will disagree with your child on purpose so they have to defend a position. Progress is still judged by an independent examiner that only counts what they actually demonstrated in conversation, and this year that examiner is grading against B1 and B2 can-do statements.
This is a course in looking hard at art and arguing about it with evidence, not a course where your kid paints or draws. Over a full year they'll learn the specific words for how a picture or sculpture is built — line, shape, color, composition, medium — and then use those words to figure out why a Greek statue, a stained-glass window, a Monet, and a Picasso each look the way they do, given who made them and who paid for them. Every single work they study is a real object in a real museum's online collection, so they're always looking at an actual high-resolution image, not a textbook thumbnail. By the end, they should be able to walk into any museum, stop in front of something they've never seen before, and write or say something specific and defensible about it — not "I like it" but "here's what's happening in this piece and here's why."
This is a full year of computer science that starts with no assumptions about coding and ends with your child writing real Python programs and arguing, with evidence, about how computing affects people. They'll learn to think through problems step by step before ever touching code, then use Python as the notation for that thinking. Along the way they'll handle real data, learn how the internet actually moves information around, see how systems get attacked and defended, and finish by using everything to investigate a real-world tech-and-society question — like whether an algorithm's unequal outcomes are a bug or something worse. Every tool is free and runs in a browser, so there's no software to buy or install.
This is a talking-and-listening course, not a report-writing course. Your child learns to figure out what a specific listener already knows and cares about, build a spoken case for that exact person, and control how they sound and look while saying it. Every speech gets recorded and sent to a real person — a grandparent, an aunt, a sibling — instead of being given to a classroom. Then your child watches their own recording and grades it against a specific checklist instead of just going with "I think that went fine." By the end, they're building an argument that answers pushback out loud, delivering it to someone real, and comparing what they thought of their own performance to what that person actually thought.
Year one asked your child to move regularly. Year two asks them to train, which is a different thing: following a plan that gets harder on purpose, taking easy weeks deliberately, practicing one element of a skill instead of just playing, and eventually writing the plan themselves. The last nine weeks are the point of the whole course — they choose one measurable goal, write an eight-week program, run it, revise it from their own notes, and test it. A student who can do that does not need another PE course, at school or afterwards. Nothing happens on the screen: each week is a plan of what to go and do, and you log the minutes as you already do for year one.
Every course above is published in full, every unit, every module, every objective, and you can try a real lesson without an account.
Yes, and this course was written for it rather than adapted to it. Every investigation is kitchen-safe and needs no fume hood and no regulated reagents, students still measure, model and explain at the particle level, which is what the standards actually ask for.
Art History and Visual Analysis is a full-year fine arts credit accepted in most states. It teaches real visual analysis, composition, colour, medium, context, rather than a timeline of names, and every work discussed is findable free online in a named museum collection.