The OHS Course Selection Guide

Choosing your courses for the upcoming school year can feel both exciting and overwhelming—but you’re not alone in the process. This guide is here to walk you through everything you need to know about selecting your classes at OHS for the 2026–27 school year, from understanding deadlines and graduation requirements to getting support from advisors, teachers, and counselors. Whether you're planning ahead, exploring new subjects, or building a manageable schedule, you'll find timelines, tips from upperclassmen, suggestions for creating balance, and helpful resources to guide you. Wherever you are in your OHS journey—just starting out or preparing for your final year—this guide will help you feel confident and informed as you plan your schedule. Let’s get started!

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Course Selection Resources

For more information and links to relevant forms for the course selection process for the 2026-27 school year, click here. You can find out more about OHS graduation requirements here.

For questions about courses, your Academic Advisor is usually the first place to turn. You can find more information and reach out to Advising here. 

You can also reach out to your teachers or the division heads for division- or course-specific questions. You can find the department guide here and the staff directory here. Division-specific advice can also be found below.

You can reach out to the Counseling team if you want advice about how to create a balanced and manageable schedule for next year. Their contact information can be found toward the bottom of this Gateway page or under "Counseling" (either HS or MS) on the Student Community and Resources page. Additionally, we encourage you to see tips from the Counseling Office through our Productivity & Time Management post.

If your questions relate to college, you can also find the email for College Counseling in the department guide.

For a more student-centered perspective, it may be helpful to ask if any former students would be willing to share their thoughts on a class. (Always bear in mind, however, that your experience if you took the class might differ from what other students share; everyone's experience is individual.) If you'd like to find peers to connect with who might be willing to discuss past courses, join the Board of SASS Academic Bulletins: General | English and Languages | Math, Science, Comp Sci, & Econ | Core & Humanities.

Everyone wants to support you! You or your family are welcome to reach out to any of the people above at any time, and they will be happy to offer what they know.

Course Selection Timeline

In February, you and your family will receive an email from the registrar regarding the enrollment agreement. This is also a good time to start thinking about meeting with your Academic Advisor. The sooner you can schedule this meeting, the better—though meetings can still take place in March or any time until June. Meeting earlier gives you more time to plan based on the discussion. Keep in mind that Academic Advising appointments fill up quickly around the course request deadline in March. Academic Advising can help clarify graduation requirements if you plan to graduate from OHS and offer guidance on how to reach your goals. If you have course-related questions, start with Academic Advising! Learn more about Academic Advising here.

In March, there is a soft deadline for returning students for schedule/time constraints and course requests. This year, the deadline is March 5. Your schedule/time constraints indicate when you’re available to take classes. The schedule will be customized based on your requested courses and constraints. When submitting your constraints, be sure to account for daylight savings time zone changes if your region does not observe daylight savings, as well as spring extracurricular commitments. Remember, your schedule constraints apply for the whole year, not just the fall semester. After this soft deadline, Advising will send reminders of Schedule Constraints and Course Requests if they are incomplete. Advising will also start administratively requesting courses like Core, English, and the next Math/Language course (if they are obvious) for full-time students. The soft deadline for new students for course requests and time constraints is April 6th.

For more information on course requests and schedule constraints, including links to the forms and to the 4-planning worksheet for graduation requirements, click here. For the 2026-27 course catalog, click here. The first window for placement assessments also opens in March. 

In April, there is a hard deadline for schedule constraints and course requests. This year, that deadline is April 29 at 11:59 pm PST. If you do not submit your schedule constraints or if the courses you requested by this deadline are not the ones you ultimately want to take, the master schedule will not be adjusted to your needs, and you’ll need to choose from the available options.

In May, the system locks to allow the master schedule to be built. Make sure all your courses and schedule constraints are finalized before the end of the school year!

The deadline for changing your enrollment level is in June. Please note that if you make this change after the April hard deadline, your new enrollment level’s schedule constraints won’t be considered. The master schedule will have been released by this point, so if any changes to your enrollment or course selection are needed (e.g., if the courses you planned to take no longer meet your constraints), you can make adjustments.

Academic Advising & Counseling Advice

More Logistics & Resources

Transfer Credit: You can transfer credit from accredited institutions, such as for summer courses or if you want to take a language not offered at OHS. Be sure to obtain pre-approval from your Academic Advisor before enrolling in the course to confirm that the amount and type of credit you’ll receive align with your expectations. If you're taking courses through a college, note that these will transfer based on their description, typically on a semester basis.

You don't need to transfer credit if you're already enrolled in five year-long courses at OHS each year—there's no pressure to do so! It's important to prioritize your well-being, and you’re not expected to take summer courses. However, if you choose to, the option is available.

Time Zone Changes: As outlined in the Family Handbook, mid-year section changes for year-long courses are generally not permitted, except in exceptional cases such as medical or mental health reasons. If you live in multiple time zones or in a region that does not observe daylight savings, plan your schedule accordingly. Also, take into account any potential moves during the year. Students must take classes between 6:00 AM and 10:30 PM in their local time zone. If you need an exception for earlier or later classes, please contact your Academic Advisor.

Enrollment Levels: There are three enrollment levels: single course, part-time, and full-time. Single course students must take a minimum of 2.5 credits per semester, part-time students enroll in 2-3 classes, and full-time students take 4-5 classes. Homeroom is mandatory for both part-time and full-time students, but neither homeroom nor wellness counts toward the required course total.

6 Course Petition: Students must have completed a full-time course load for at least one semester before submitting the petition. 6 Course Petitions are accepted on a rolling basis up until the start of courses. However, it is encouraged that you submit the petition as early as possible, ideally before the scheduling lock. Students can only add a 6th course when (and if) their petition is approved. Be cautious when considering a sixth course, as a full-time course load is already demanding. Take into account your outside commitments and overall wellbeing when requesting an additional course.

Course Petition: The "consent of instructor" option for prerequisites in the course catalog refers to this process. If you've completed a prerequisite outside of OHS or wish to bypass a prerequisite, fill out this form. For courses with placement assessments, you can submit a course petition form, but you will generally need to complete the placement assessment before proceeding.

Time Zone Petition: Taking courses outside the hours of 6:00 am to 10:30 pm in your local time can be challenging. However, if needed, you can submit a time zone petition to take courses outside of these hours. Contact your Academic Advisor for further details.

Creating Balance

Balance your schedule by considering both the difficulty of your coursework and the overall structure of your daily classes. School should be enjoyable, not overwhelming, and there’s no need to take every challenging course available. You’ll perform better and have a more positive experience if you balance academics with extracurricular activities and time for rest.

Don’t hesitate to try new things! You might find a new favorite course or area of interest. Middle and high school are excellent times to explore what excites you, so give yourself the freedom to try different subjects without stressing too much about grades.

Take some time to reflect on your experiences with classes and extracurricular activities this year, and think about what changes you could make for the next school year. If this year has been stressful and overwhelming, consider lightening your commitments, adjusting your course selections, or shifting your class schedule in ways that might help. Discuss any potential adjustments with your Academic Advisor. You’re also welcome to reach out to your Counselor for support or to schedule a 1-1 session for short-term counseling. Contact information for Counseling can be found toward the bottom of this Gateway page or under "Counseling" on the Student Community and Resources page.

11th & 12th Graders’ Advice

Take more classes that you think are fun (while still meeting the requirements, of course). This won’t look bad to a college—if you take classes you’re passionate about, this will show through in your essays. Give yourself the freedom to get away from thinking about what classes you “should” take, and try to figure out what you want to take.

Similarly, branch out with your classes. Take a risk, try something new, and you might discover a new interest (or even your future career!)

As you consider how to balance your coursework with your personal life, find a schedule that works for you and stick to it. Most classes have a consistent schedule, so you can plan your life around that. Your schedule could be very strict or just a list of things to do—but stick to it, whatever works for you.

Make sure you end up with enough time for doing things outside of school that you love. Extracurriculars and stress relief are super important, and don’t hesitate to prioritize this.

Take advantage of homerooms! They’re great places to meet people and, with topic homerooms, to try out new things as well.

Division-Specific Advice

We spoke with the division heads to gather their advice on course selection within their respective divisions. Here’s what they had to share. You can contact a division head by finding their email in the department guide. 

Core

In the Core department, there is a set sequence of courses:

• Logos, Cosmos, and Doubt (JLCD1, aka LCD) for 7th grade

• Human Nature and Society (JHNS2, aka HNS) for 8th grade

• Methodology of Science - Biology (OMSB9, aka MSB) for 9th grade

• History and Philosophy of Science (OHSC0, aka HSC) for 10th grade

• Democracy, Freedom, Justice, and the Law (ODFRL, aka DFRL) for 11th grade

• Critical Reading and Argumentation (OCRA1, aka CRA) for 12th grade

However, that’s not all! There are also the Advanced Topics in Philosophy courses (OPHI25, OPHI26, OPHI27, and OPHI28). They are all semester-long courses with both writing and non-writing options available though. The prerequisite is Democracy, Freedom, Justice, and the Law (ODFRL).

If you have additional questions about Core courses, feel free to reach out to your Academic Advisor or to the instructor(s) that teach the course you have questions about.

English

Where to turn for advice

If you're deciding on your next English course, your current OHS English teacher is a great resource. You can reach out via email or visit their office hours—either by dropping in or scheduling a time. Don’t hesitate to ask! Instructors are usually more than happy to discuss course selection. They know the division’s course sequence well and, more importantly, understand your writing and progress.

If your English teacher isn’t available or you don’t currently have an OHS English instructor, you’re always welcome to contact Dr. Zarlengo, the head of the English division. She has a deep understanding of course progression and is happy to help, whether via email or a meeting.

In some cases, a placement assessment may be useful, especially if it’s your first English class at OHS. While it’s called an “assessment,” it’s not a stressful exam—it’s simply a way to determine the best course for you. Think of it as a judgment-free snapshot of your skills to ensure you’re placed in a class where you’ll be challenged but not overwhelmed.

Division progression and advanced coursework

The English division is designed to allow students to follow their interests, meaning there is no single path through the courses. However, the general progression is outlined below.

Most students begin with either Literary Analysis and Argumentation (OE009, LAA) or Textual Analysis and Argumentation (OE010, TAA), followed by Modes of Writing and Argumentation (OE011, MWA). After completing MWA, students have a wider range of options.

Many students take one of the Critical Theory (OE020-level) courses next. A commonly chosen option is Critical Theory: Language & Culture (OE020Z), which replaces AP English Language and Composition in name but retains much of its original content. This course has multiple sections, making it a good choice for those needing scheduling flexibility. Other OE020 courses have fewer sections.

All OE020 courses fulfill the advanced coursework requirement for English graduation.

After completing a Critical Theory course, students progress to Literary Criticism ("Lit Crit") courses. (Students may not take more than one Critical Theory course.) In some cases, students may be allowed to go directly from MWA to Lit Crit—if interested, speak with your instructor about taking a placement assessment.

The first level of Lit Crit includes the Advanced Literature & Criticism (OE021-level) courses, which are equivalent in difficulty to the former AP Literature course.

At the same level, there are also Advanced Topics in Literature courses, which focus on specific themes and authors.

Students may take both Advanced Topics in Literature and Lit Crit during their time at OHS, in whichever order they prefer. The Advanced Topics in Literature courses also offer a part-credit or full-credit option, with the full-credit option requiring major essays (see below for more details).

Course Spotlight: Advanced Topics in Literature

One of the most unique courses in the English division is Advanced Topics in Literature! These classes are designed each year based on faculty proposals, allowing teachers to create high-level courses on subjects they are deeply passionate about. With greater flexibility in curriculum design and highly engaged students, the in-class discussions in Advanced Topics are always dynamic and thought-provoking.

Advanced Topics is offered as two separate semester-long courses. Each semester features a different instructor and theme, though the topics often connect in some way.

For juniors and seniors with busy schedules, a part-credit option is available. This version of the course typically includes written homework, a presentation, and active participation in discussions but does not require major essays. Students may also mix and match, taking the full-credit option one semester and the part-credit option the next.

How to Reach Advanced Coursework in English

The best way to prepare for advanced English coursework is to fully engage with your current class. Read actively before discussions, share your thoughts, explore different perspectives, and approach your essays with curiosity. No matter where you are now, meaningful engagement with the material is the strongest path forward.

Rather than taking an extra Khan Academy course over the summer, consider spending your time simply reading for fun. Advanced English skills come from developing an intuition about texts—something best built by reading books you genuinely enjoy.

If you're interested in advancing in English, talk to your instructor. They may recommend a placement assessment to help determine the best course for you next year.

Other Advice

English courses are process-driven, meaning assignments aren’t just tasks to check off—they have a purpose. Homework helps you wrestle with complex ideas and form first impressions of a text. Take your time, explore, and engage, but don’t overwork yourself—weekly assignments shouldn’t take more than an hour. If you’re struggling to see the value in an assignment or feel overwhelmed, talk to your instructor.

Be open to changing your mind during discussions or while drafting your essay. Discussions are meant to challenge perspectives, and shifting your interpretation isn’t a weakness—it’s a sign of deep engagement.

When reading, take note of what stands out—both what you love and what bothers you. Often, the best essays come from exploring what frustrates or intrigues you. Your essay is your chance to refine and express your ideas, not just fulfill a requirement. If something in a text sparks a reaction, dive into it!

By the OE020-level courses, you’ll be prepared for college-level English. If you want to continue, two more advanced levels are available. Wherever you are in the progression, that’s completely okay—English growth isn’t always linear; it comes in leaps and plateaus. What matters is engaging with challenging, thought-provoking material.

Lastly, know that your instructors believe in you. English classes are tough, and strong feedback isn’t a sign of failure—it’s a sign that your teachers see your potential. If you ever feel like you’re drowning in the workload or losing the joy in the subject, reach out. OHS instructors want you to succeed and are always here to help!

History and Humanities

Where to turn for advice

Your academic advisor is a great resource for general questions about history or humanities courses. If you have very specific questions, or want another perspective, you can always speak with Dr. Gonzales, the division head, or with any teacher in the division. Everyone is happy to meet or email with you and answer questions!

History Overview

The History division prioritizes deep engagement with primary sources, using secondary sources as support to develop a nuanced understanding of historical events. Writing is a key component—students learn to craft strong history papers and understand how historical writing differs from essays in subjects like English or Core. More importantly, students are encouraged to think like historians. Instead of memorizing facts and dates, history courses focus on analyzing perspectives, questioning narratives, and piecing together historical interpretations.

There is no set course sequence, except for the Advanced History Research Seminar (OH032), which requires Globalization & Imperial Exchange (OH010A) or American Culture & Society (OH011A) as a prerequisite. While Revolutions and Rebellions (OH005) is recommended before OH010A or OH011A, it’s not mandatory.

One required history course for graduation is American Culture & Society (OH011A, aka ACS), which replaces AP U.S. History and fulfills the U.S. history requirement.

The history courses do a good job of replicating college-style seminar courses for history – you have the opportunity to start these kinds of courses as early as middle school, while they often aren’t seen until college! This style of course is meant to really encourage students to engage with the material and their peers.

History Course Specifics

For middle school students, there are two history course options. Marginalized Voices: History of the US (JH001) focuses on the untold stories of US history, highlighting groups whose voices have often been overlooked. This course creates a relaxed and welcoming environment for students new to history, providing an introduction to both US history and the methods of historians. The second option, Empires and World Civilizations to 1800 (JH002) explores global history up until the French Revolution. While the readings can be challenging, the course breaks down this complexity, allowing all students to engage with the material. It includes writing essays on difficult, open-ended questions and historical role-playing activities, such as crafting propaganda from an Athenian perspective.

At the high school level, there are four main history courses available. Revolutions and Rebellions (OH005) is a popular choice for 9th and 10th graders, though older students also take it. This course focuses on the Atlantic world and explores what caused societies to change at the start of the modern era. The fall semester covers the American Revolution, while the spring focuses on the French and Haitian revolutions. The course uses college-level secondary sources, but the material is broken down to make it manageable. American Culture and Society (OH011A, aka ACS) is a required history course for graduation. Unlike the AP US History course, ACS centers on case studies and explores issues of citizenship and identity in US history. It is typically taken in grades 10-12 and is known for being both challenging and deeply engaging. Globalization and Imperial Exchange (OH010A) serves as a replacement for AP World History and examines global connectivity and empires. It emphasizes primary sources and encourages students to analyze different historical interpretations, allowing them to present their own arguments in essays.

For students with a deep interest in history, Advanced History Research Seminar (OH032) offers an in-depth opportunity to further develop their skills. To enroll, students must have already completed either OH011A or OH010A. This course is focused on historiography and advanced history writing, encouraging students to explore different schools of thought. A key component is a research project, where students identify a historical topic of personal interest and, with guidance from their instructor, produce a comprehensive research paper.

Humanities Courses

OHS offers several courses in the arts, music, and specialized subjects. For middle school students interested in art, Imagining Your Art (JDRW1) provides a welcoming introduction to creative expression. At the high school level, students can choose between Portrait Drawing (OPD10) and Landscape Drawing (OPD11). All three courses are semester-long and designed to fit into a busy schedule while still requiring dedication and an interest in art. Whether you're a beginner or have significant experience, these courses create a relaxed, judgment-free environment that adapts to students’ individual skill levels.

For those interested in music, Music Theory (OMT10) explores the mechanics of music, which can be a new experience even for students with a background in music performance. Some prior knowledge of music is required, but the course remains approachable, making it possible to succeed even if your experience is primarily in performance rather than theory.

Additionally, students can explore other specialized subjects. Legal Studies: Constitutional Law (OLS10, writing option; OLS11, non-writing option) offers an in-depth look at constitutional law. For students interested in personal development and leadership skills, the Leadership Course Series (OL010) provides a structured opportunity to grow in those areas. In addition, there is Study of the Mind: Psychology, Neuroscience, and Philosophy (OPS10), a year-long course. The prerequisite for OPS10 is History and Philosophy of Science (OHSC0).

Languages

The language program at OHS offers three languages—Chinese, Latin, and Spanish—each with a four-year high school sequence. Students typically progress from one level to the next, though those new to OHS languages but hoping to start beyond the first level must take a placement test. Middle school students have options in Chinese and Spanish for 8th grade, while Latin is available for both 7th and 8th graders. Those who begin a language in middle school usually continue it into high school, though switching is possible.

Because consistent practice is crucial, first- and second-year courses meet three times per week, while third- and fourth-year courses may meet two or three times, depending on the language. If you need to take a placement test, complete it before the April deadline—even if you’re still finishing your current class—since most language courses only have one or two sections, and early placement helps maximize scheduling flexibility.

Choosing a language? All OHS language courses are rigorous and demand dedication, but each offers distinct challenges and rewards. Consider whether you prefer a modern or ancient language, a spoken or non-spoken one, an alphabetic or non-alphabetic writing system, or a language with complex grammar or one that’s quicker to gain proficiency in. Most importantly, think about which histories, cultures, and regions excite you—that’s often the best guide to your choice!

Math and Computer Science

Math

At OHS, we aim to place students in math courses that match their background and interests. The fundamental sequence—Prealgebra, Beginning Algebra, Geometry, Intermediate Algebra, and Precalculus—forms the foundation typically expected by colleges.

After Precalculus, students have several advanced options, which can be grouped into different categories based on focus and application:

• Practical, data-driven math: Statistics and Data Analysis (OM061) and Data Science (OM065) are highly applicable to sciences, engineering, social sciences, business, economics, and medicine, helping students analyze trends and assess real-world impacts.

• Calculus and beyond: Single Variable Calculus (OM045) is the foundational calculus course, essential for most quantitative fields. Multivariable Calculus (UM150) follows, introducing multiple-variable analysis and elements of linear algebra, with some focus on proofs.

• Applied math for STEM and business (single-semester courses): Linear Algebra (UM51A), Differential Equations (UM53A), and Discrete Math (UM160) are commonly used in science, engineering, business, and economics, with UM160 also relevant to computing.

• Exploratory and theoretical math (also single-semester): For those interested in “pure” math, courses like Logic (UM157), Number Theory (UM152), and Geometry of Numbers (UM170) offer fascinating mathematical concepts, though they have some practical applications (e.g., Number Theory is key in encryption).

Since proof-based reasoning plays a major role in many of these courses, students looking to strengthen this skill might consider taking Advanced Problem Solving and Proof Techniques (OM050) first.

Computer science

At OHS, computer science courses take an academic approach to computing, emphasizing intentional programming—understanding not just how to code, but why certain approaches are effective.

For middle schoolers, Computational Thinking and Computer Science (JCS01) provides an introduction to the digital world, covering hardware, software, and how technology fits together. This course is not a prerequisite for high school courses but helps students understand the technology they use daily.

For high schoolers, the four-course programming sequence builds progressively:

• Programming C++ (OCS10) is the introductory course in our programming sequence.  Students use the language of C++ to understand and apply fundamental structures of programs. 

• Object Oriented Programming (OCS20) introduces students to the Java language, using it to create increasingly more sophisticated programs. (This course is a replacement for AP Computer Science A.)

• Data Structures and Algorithms (OCS25) brings new considerations to the table, including how to organize data in order to make it more easily accessible, how to design ways to find data more efficiently.

• Computer Systems (OCS35) focuses on how a computer does its work, particularly how information is passed around inside the computer and how it is processed by the different components. 

Science

The science curriculum at OHS is flexible, offering multiple pathways to fulfill the three-year graduation requirement, which includes two years of fundamental science (Biology, Chemistry, or Physics at the 005 and 010A levels). However, those requirements can be fulfilled in a variety of ways, depending on students’ individual interests and mathematical preparation.

Since math readiness is crucial for success in science courses, students should carefully check prerequisites before selecting their path. For example, a 9th grader still completing Intermediate Algebra (OM012) might take Principles of Chemistry (OC005) in their first year, followed by Analytical & Organic Chemistry (OC010A) in tenth grade, and then move on to Unity and Diversity of Biological Systems (OB010A) and an advanced elective such as Neuroscience (OB015) or Advanced Topics in Biology (OB011/12). Meanwhile, a student who completed Intermediate Algebra earlier could start with Principles of Physics (OP005) and progress to Analytical Physics (OP010A), then explore advanced topics such as Light and Heat (UP055), Modern Physics (UP070), and Introduction to Quantum Computing (UP135).

Beyond these core sequences, the science division offers additional opportunities for exploration. Middle school students can take Inquiry-Based Physics (JP001) or Foundation of Science: Energy and Matter (JS002). High school students have access to electives such as Environmental Science (OS005) and Astronomy (OASTR, OASTR1, OASTR2), providing a broader understanding of scientific fields. Whatever path they choose, students are encouraged to dive deep into areas of particular interest while also building a strong and well-rounded foundation in the sciences.