Academics

Arrupe Curriculum

The curriculum of the Arrupe Division, comprised of Grades 7 and 8, challenges the boys to develop the capacity to understand complex and demanding concepts.  We have chosen content and methods that match the strengths and interests of boys. The teachers emphasize teaching methods and classroom situations that utilize the enthusiasm and creativity that boys bring to school.
Please use the drop down menu below to view the Arrupe classes and curriculum:

Arrupe Curriculum

The boys learn by doing — by conducting experiments, working in groups, debating, role-playing, writing their own stories, and giving voice to their ideas. The boys learn to write and to read critically. They practice the skills necessary for working in groups, for discussing ideas, and for collaborating with others. We strive to make that work meaningful, to spark the boys’ interest in gaining knowledge and understanding by focusing the courses around essential questions; and to encourage them to make connections between what they learn in school and what happens in their world outside of BC High.


Arrupe Division City Project

List of 2 items.

  • iPad Integration

    Through our 1:1 program, each student has an iPad, and most of the course materials are digital materials stored on or accessible through the iPad. We teach the students to take and to organize their notes, to keep track of assignments, and to utilize a variety of applications that enhance their understanding or skills. Now, in the fourth year of the program, the students are using the iPads to learn skills and to explore concepts in ways that we could not do in the past. At the same time, we recognize the challenges that the boys face in the digital world, and through lessons, discussions, and clear limits, we help the boys to become good citizens in that world.

  • Team Teaching

    Each student in the Arrupe Division is placed into a team of approximately forty students with three teachers (English, Science, and Social Studies). The boys are with their team for half of the day, which enables flexible class times and sizes that facilitate project-based learning and a wider range of teaching methods. This structure also permits flexible groupings based on student interests and needs. The teachers on each team work together to design and implement the curriculum, fostering explicit interdisciplinary connections and guiding the students in a broader and deeper exploration of their world. This collaboration enables the teachers to be more innovative in the curriculum design and instructional methods and to more quickly and effectively identify and support student social and academic issues.