World Languages

  • Spanish I

    This first year of Spanish is an introduction to the language and different Spanish speaking cultures of the world. We will begin building  foundations in speaking, reading, basic writing, and listening through the Comprehensible Input method.  Students acquire language through listening with the intent to understand, engaging in story-telling and story creation. Input in all forms is designed to be understood by the student in order to advance proficiency and grow confidence in the language.

  • Spanish II

    In Spanish II, students will continue to build the foundations in speaking, reading, writing, and listening through the Comprehensive Input method.  Students acquire language through listening with the intent to understand, engaging in story-telling and story creation. Input in all forms is designed to be understood by the student in order to advance proficiency and to continue to grow confidence in the language.


     

  • Spanish III

    Students will continue to acquire the language through the Comprehensive Input method, mainly through listening with the intent to understand, and engaging mainly in story-telling. Input in all forms is designed to be understood by the student in order to advance proficiency and to be exposed to a myriad of cultural topics across the Spanish speaking world.  In Spanish III, students are expected to communicate in Spanish as much as possible and show their understanding by using the target language.


     

  • Spanish IV

    In Spanish IV the course will strengthen foundations in speaking, reading, and listening through story-telling and story creation. Students will also learn formal technical writing and presentation skills. Students are expected to communicate in Spanish only throughout the year. Aspects of AP Spanish are woven into the course to prepare students for the next level. The six major themes of the AP course are implemented through writing essays, listening activities, literature, and daily conversation in Spanish.


     

  • AP Spanish

    The goals of AP Spanish are to incorporate the six themes of Communities and Families, Science and Technology, Contemporary Life, Global Challenges, Beauty and Aesthetics, and Personal and Public Identities throughout the curriculum in a variety of ways.  Students will be immersed in a myriad of activities to deepen their knowledge and ability to discuss these topics, including literature, news stories, simulated conversations, movies, and articles.  Students are expected to communicate only in Spanish at this level.  At the end of the course students will be able to successfully write a persuasive essay, write formal emails, and to participate in conversations naturally.

  • English Studies

    English Studies is a full-year required course designed to meet the needs of English language learners. The guiding goal of the course is to promote students’ English language fluency and literacy. Toward this end, students will undertake focused work reading high-level fiction and nonfiction texts, learning and practicing strategies for reading comprehension. Students will read a variety of texts, including novels, short stories, poetry, plays and articles/essays. In addition to being the context for literary analysis and terminology, the texts will be the basis for discussion and building vocabulary.  Students will also practice word study with Membean and engage in targeted grammar mini-lessons.
     
    Students will write extensively, from paragraphs to essays, formal to informal, and for a variety of audiences, purposes and styles, including narrative, persuasive, expository, and descriptive. They will keep an interactive journal. During the second half of the school year, students will be guided through the process of writing an extended research paper, from refining a topic to crafting a thesis statement to outlining and research to editing and revision. Sophomores in the class will present their papers as part of the Sophomore Seminar Capstone event.

  • French I

    French I is designed to provide students with strong fundamentals for language learning through acquiring and practicing/honing receptive (listening and reading) and productive (writing and speaking) language skills in French. Students will begin to develop an awareness and intuition of patterns in French pronunciation and a clear understanding of the principles of conjugation principally in the present tense. Students explore new concepts such as noun gender and adjective agreement and use them along with a growing vocabulary base to learn about themes such as school life, family, sports, games and hobbies, and food. They will also have the opportunity each quarter to produce substantive original content in French via writing projects such as dialogues, interviews, and Qui Suis-Je (Who Am I) Google Slides.  The ultimate goal of the class is to increase communicative ability, including intercultural competence and fluency, while growing love of and curiosity about the French language and culture.  To this end, students will be encouraged and expected to communicate as much as possible in the target language. Our goal throughout will be on genuine communication through fun and engaging learning activities.

  • French II

    Prerequisite: French 1 or equivalent level
    French II serves as a continuation of French I while continuing to develop more sophisticated speaking, listening, reading, and writing skills in the target language. Students will learn the past tenses (passé composé and imparfait), as well as many new grammatical structures such as demonstrative adjectives, direct and indirect object pronouns, adverbs, and conjugating new irregular verbs. They will explore themes in daily life such as leisure activities, celebrations, travel, and home. Students will also start to read short authentic texts, such as adapted fairy tales and a selection from Le Petit Nicolas. Along with interviews and dialogues, students will also produce more advanced written and oral work, including short stories drawn from their lives.  


  • French III

    Prerequisite: French 2 or equivalent level
    French III builds on the foundation laid by French I and II and is guided by the five C’s of Foreign Language Learning (Communication, Cultures, Connections, Comparisons, and Communities). French III students continue to practice and hone receptive (listening and reading) and productive (writing and speaking) language skills. The course begins with a comprehensive review of basic grammatical structures, including present and past tenses. Throughout the year, students expand on this understanding with common irregular verbs such as vouloir and pouvoir, reflexive verbs, reciprocal verbs, and new pronouns. Thematically, students explore everyday topics such as food, health, and technology.  In addition to these topics, students also learn how to read and comprehend authentic texts such as the stories of Le Petit Nicolas and fables from de La Fontaine. The course weaves together language and culture through expansion of these topics into areas that are personally relevant, such as developing healthy eating habits. In this way, the course is designed to help students continue to develop linguistic proficiency and engage in discussion as a global citizen via the French language. To this end, students are expected to communicate as much as possible in the target language. 

  • French IV

    Prerequisite: French 3 or equivalent level
    French IV focuses on abundant practice of the four language skills in the target language. From the first day, students demonstrate their ability to express themselves in writing and speech through introductory activities such as interviews. Students also review grammatical structures through these activities. Over the course of the year, students expand their grammatical understanding into new tenses (conditional, future and subjunctive), new irregular verbs, negative/affirmative expressions, and new pronouns. Thematically, students explore Community, Jobs and the Future, the Environment, and the Arts. These themes are supplemented by authentic texts such as de Maupassant’s La Parure, Perrault’s Cendrillon, and excerpts from de Saint-Exupéry’s Le Petit Prince. As with the previous French courses, the class is designed to help students continue to develop linguistic proficiency and engage in discussion as a global citizen via the French language. To this end, students are expected to communicate as much as possible in the target language. 

  • AP French

    Prerequisite: French 4
    AP French is a full-year course culminating in the AP French Language and Culture exam in May. Guided by the five C’s of Foreign Language Learning (Communication, Cultures, Connections, Comparisons, and Communities), AP French students practice and hone receptive (listening and reading) and productive (writing and speaking) language skills developed over the course of high school French language study.  These language skills are practiced within three modes of communication - interpersonal, interpretive, and presentational - with an awareness of formal and informal registers. These modes and registers mirror the expectations of the AP test. This work serves to further deepen their intercultural understanding and appreciation for the French language via culturally authentic source materials. Students will practice and develop their ability to comprehend and interpret this diverse array of written, audio, and audiovisual texts, including literature, current events articles, and French media. In addition to undertaking an extensive review of French grammar, students will explore the broader themes of Global Challenges, Science & Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Students will be expected to write weekly in the target language. French will be the exclusive language of instruction and students will interact entirely in the target language.

  • Latin IIa

    The Latin IIA course is designed to be a thorough review and extension of the concepts learned in IA-IB, or an intensive first year of Latin for students entering at this level.  Students learn all indicative tenses of verbs, both active and passive, all declensions of nouns, indirect statement and other special constructions. This course uses the textbook Latin for the New Millennium I, which for its readings uses adapted original Latin stories, introducing students to ancient authors, their themes and styles. The Latin IIA course also introduces students to a comprehensive study of Roman history from its mythological beginnings, as well as various studies in mythology and the daily lives of ancient Romans.
     

  • Latin II

    Latin II is a full-year course which covers about half of the material from Latin for the New Millennium Volume I. For some students this course will be a thorough review and extension of material learned in Middle School Latin, for others it will be an intensive introduction to Latin. Throughout this course we will focus on a wide variety of Latin grammatical concepts involving verbs (person, #, tense, voice, mood), nouns (case, #, function), infinitives, relative pronouns, adjectives/adverbs, prepositions etc. Students will learn to read heavily adapted Latin texts, parse Latin words, and become familiar with Latin syntax. We will also explore many different Ancient Roman cultural phenomena, including but not limited to chariot racing, rooms in Roman houses, bath complexes, famous Romans, Roman dress habits, and basic geography/topography of the Mediterranean world.

  • Latin III

    Latin III builds upon and expands the lessons of Latin IIB. We continue to use the Latin for the New Millennium I textbook, culminating in an introduction to participles and advanced infinitive forms. We then transition into Latin for the New Millennium II, which introduces more complex aspects of grammar, such as the subjunctive mood, comparative/superlative adjectives, and gerundives/supines. The readings in LNM II explore a broader range of Latin texts beyond the scope of Ancient Rome into the Medieval, Humanist, and Renaissance periods. Students will read and translate the stories, build vocabulary in Latin and English, work with the complexities of Latin syntax, and explore Roman culture. In this course, students complete their knowledge of Latin grammar and begin to interact with primary texts.

  • Latin IV

    Latin 4 is intended for students who have successfully completed Latin 3 or those who have placed into the course and have covered all if not most of Latin grammar. Latin 4 builds upon and expands the material learned in Latin 3. We will begin the year with a thorough grammar review of nouns (declension endings and functions), verbs (conjugations and synopses), adjectives (forms of all degrees), and miscellaneous grammatical constructions such as indirect statements and subjunctive clauses before moving on to read authentic Latin texts. Students will read and translate unadapted Latin literature initially through the textbook Latin for the New Millennium Volume 3 and then through selections of Caesar’s de Bello Gallico in preparation for the AP course.

  • AP Latin

    The goal of AP Latin is the accurate translation of original Roman texts as well as the detailed analysis of these texts as works of literature. Students will not only need to apply all their prior understanding of Latin grammar and syntax, but also their knowledge of Roman history, culture, and literary practice. Students will read, translate, and analyze two Roman texts, Caesar’s de Bello Gallico and Vergil’s Aeneid. Students will read large portions of these works in English and in Latin, scan and read aloud dactylic hexameter, and identify and explain the author’s use of rhetorical devices. Students will also learn to write persuasive analytical essays (in English), making arguments from the Latin text itself.  

  • Advanced French Literature

    Advanced French Literature students will build on their fluency in French via readings and discussions of a variety of novels, poetry, and films in French. Conducted in seminar format, students will read texts exploring the themes of childhood, adolescence, and the passage to adulthood. Students will also gain cultural fluency by discussing the culturally specific content found in their primary source texts from France and the greater Francophone world. Texts will be primarily 20th century works, including Le petit prince, Le racisme expliqué à ma fille, Bonjour Tristesse, Kiffe Kiffe Demain, and Une si longue lettre. Students will produce advanced written projects including literary analysis essays, personal narrative, and creative writing such as writing a children's project. Students will present their projects to their peers and to the greater Francophone community via field trips to the French House at UVa and the International School of Charlottesville.
     
     

  • Chinese III

    Offered through Constellation Learning  (*families billed in addition to tuition)
    This intensive course builds on Chinese II, while allowing students an opportunity to review the basic skills to improve both oral and written proficiency. Students learn more complex sentence structures and expressions. In addition to the basic textbook, students start to read more extensively on various topics. After eight lessons, students should be able to talk about their school lives, leisure lives, health conditions, traveling and write email/holiday invitation messages, travel itinerary, sick leave notes, etc. This course is open to non-native speaking students who have completed Chinese II or to students who pass a competency test.

  • Chinese IV

    Offered through Constellation Learning  (*families billed in addition to tuition)
    This course is open to non-native speaking students who have completed Mandarin 3 or students who pass a competency test. The course includes frequent oral presentations and daily spontaneous conversation about various aspects of modern Chinese culture and life. By the end of this course, students will be able to talk and write about holiday activities, personalities, computers, the internet, email, environmental issues, part-time jobs and social issues.

  • French V

    Prerequisite: French 4 or equivalent level
    French V weaves together language and culture; it is designed to help students continue to develop linguistic proficiency and cultural sensitivity in order to engage in discussion as a global citizen via the French language. Students explore the themes of Personal Relationships, The Influence of Media, Justice and Politics, Evolving Society, Immigration, and Progress. Complementing these themes will be authentic texts such as current events articles, short stories, excerpts from novels such as The Stranger by Camus, and other French-language media such as songs, audio recordings, and films. In addition to ongoing consolidation, practice, and review of grammatical structures, students will continue to expand their understanding with new tenses such as the plus-que-parfait, past conditional, and future perfect. As with the previous French courses, the class is designed to help students continue to develop linguistic proficiency and engage in discussion as a global citizen via the French language. To this end, students are expected to communicate largely in the target language.

List of 21 members.

  • Photo of Nathaniel Adkins

    Nathaniel Adkins 

    Washington and Lee University - B.S.
    2019
  • Photo of Sonia Brandon

    Sonia Brandon 

    Tandem Friends School
    Upper School Faculty - Spanish, French
    Mississippi State University, - M.A., Foreign Languages
    Mississippi State University, - B.S.
    2019
  • Photo of Tim Brannelly

    Tim Brannelly 

    Tandem Friends School
    Upper School Faculty - Latin, Tutor - Learning Resource Center
    University of Virginia - Ph.D.
    University of Virginia - M.A.
    Cornell University - B.A.
    2019
  • Photo of Susan Brodie

    Susan Brodie 

    Tandem Friends School
    Upper School Faculty - Visual Arts
    Colby College - BA
    University of Kentucky - MA
    2018
  • Photo of Claire Buisseret

    Claire Buisseret 

    Tandem Friends School
    Upper School Faculty - French
    University of Virginia - ELL endorsement
    Northwestern University - MS -- Education
    Loyola University of Chicago - BA
    Loyola University of Chicago - School Administration certificate
    2014
  • Photo of Jocelyn Camarata

    Jocelyn Camarata 

    Tandem Friends School
    Dean of Student Life; Upper School Faculty - Science
    434-296-1303
    Hobart and William Smith Colleges - BS
    Lesley University - MEd
    2006
  • Photo of Trefor Davies

    Trefor Davies 

    Tandem Friends School
    Upper School Faculty - Math
    Oberlin College - BA
    Teachers College, Columbia University - MA
    2017
  • Photo of Jason Farr

    Jason Farr 

    Tandem Friends School
    Upper School Faculty - History; Coach - V Cross Country & Track
    University of Tennessee - BA
    Western Carolina University - MAEd
    College of Charleston - MA
    University of Virginia - MA (ABD)
    2011
  • Photo of Peter Gaines

    Peter Gaines 

    Tandem Friends School
    Assistant Head of School for Mission & Values, Director of Major Giving
    434-951-9306
    Colby College - BA
    Warren Wilson College - MFA
    2016
  • Photo of Sarah Gillespie

    Sarah Gillespie 

    Middlebury College - M.A.
    James Madison University - B.A.
    2019
  • Photo of Mark Goldstein

    Mark Goldstein 

    Tandem Friends School
    Upper School Faculty - Music
    x355
    Cornell University - BA
    2014
  • Photo of Perry Medlin

    Perry Medlin 

    Elon University - BFA
    2016
  • Photo of Maria Morrell

    Maria Morrell 

    434-296-1303 x352
    Middlebury College - BA
    Tulane University - MA
    Tulane University - PhD
    2003
  • Photo of Alex Siragy

    Alex Siragy 

    Tandem Friends School
    Upper School Faculty - Science; Coach - Science Olympiad
    University of Virginia - BS
    Johns Hopkins University - MA
    2016
  • Photo of Melissa Winder

    Melissa Winder 

    Tandem Friends School
    Upper School Faculty - History; Coach - MS Cross Country
    Texas A&M University - BA/Teacher Certification
    2014
  • Photo of Tucker Winter

    Tucker Winter 

    Tandem Friends School
    Upper School Faculty - English
    434-296-1303
    University of Virginia - BA
    University of Michigan - MA
    2010
  • Photo of Sampson Dale

    Sampson Dale 

    Tandem Friends School
    Middle School Faculty - PE Teacher, PE Mentor; Coach, Varsity Boys Basketball
    West Virginia University - Masters
    Green Mountain College - Bachelor of Arts
    2019
  • Photo of Gordon Fields

    Gordon Fields 

    Tandem Friends School
    Director of Diversity, Equity, Inclusion, Justice, Belonging (DEIJB)
    Winston-Salem State University
    2001
  • Photo of Sarah Mensah

    Sarah Mensah 

    Tandem Friends School
    Upper School Faculty - Math
    Carnegie Mellon University - B.A.
    2020
  • Photo of Casey Reed

    Casey Reed 

    Tandem Friends School
    Upper School Faculty - Science; Coach - Ultimate Frisbee; Assistant Coach - MS Cross Country
    Teachers College of Columbia University - M.A.
    Swarthmore College - B.A.
    2021
  • Photo of Robert Schuster

    Robert Schuster 

    Tandem Friends School
    Upper School Faculty - English
    George Mason University - M.F.A.
    Oberlin College - B.A.
    2020
Tandem Friends School is a co-ed Quaker day school for grades 5-12 in Charlottesville, Virginia.
 
Copyright 2016 Tandem Friends School