TREE (4).png

At TREE, we meet all A-G UC requirements, are accredited by the Western Association of Schools and Colleges (WASC), as well approved by the NCAA. To our academic instruction and programs, we also provide classes in Life Skills to develop our students’ Social and Emotional learning, as well as courses in Meditation and Yoga. We also offer a wide array of Elective Classes and support individual student interests with yearly Passion Projects they themselves select, design and complete. Our Community Service requirement provides students with opportunities to learn about how they can be of service to others, as well as developing their awareness for the challengers human beings face every day.


Our approach, in essence, is to provide every student at TREE with enthusiastic encouragement, support and guidance in discovering who they are and what they love. In doing so, we seek to prepare every student at TREE for not only academic achievement and success, but to also live lives filled with meaning and purpose through self-knowledge and an empathetic awareness for the needs of others.


Our senior year at TREE we call the Senior Seminar. The essence of the seminar approach is to harness the student’s knowledge, collected in the previous years of study, and apply them to today’s world to explore both the challenges and opportunities. Additionally, we offer courses in Psychology, Sociology, Environmental Studies and Economics to further develop our students’ awareness of their world, and how they can effect positive change in the world.





University of California Requirements listed at bottom of page,

as well as a link to view all UC Approved TREE Academy courses. 

Vergangene Events

13.10.2019 OLMA radio city FM1



10th Grade Chemistry

The purpose of this course is for high school students to receive a more in-depth exploration and education into chemistry using Next Generation Science Standards in order to help prepare them for further studies in science, future science courses in college, and applications in everyday life. Students will learn about the structure, properties, and interactions of matter; nomenclature of molecules based on atomic structure and electron arrangement, molar concentrations and stoichiometry, molecular kinetics, solution dynamics and equilibrium, and energy dynamics. Through learning these foundations of chemistry, students will also be able to classify different forms of matter, identify and predict chemical reactions, and design their own experiments in order to further explore these concepts. Furthermore, this class will incorporate utilization of mathematical, analytical, data acquisition, and communication skills through hands-on laboratory experiences, group collaboration, and the integration of other branches of science. Not only will this course provide students with a strong physical science background needed for future education, but it will also hone students’ critical thinking skills needed to solve real-world problems, help them make informed decisions about the chemicals they choose to use in everyday applications, and know the impact chemicals found in everyday use have on the environment around them.

10th Grade Literature

Unique world views are yielded once you take the time to step into the shoes of others; tantamount to this is our acceptance of categorical differences between one another. A simple perspective shift may yield you all you need to examine the ways in which societies can be seen as a global community, rather than disparate communities. Central to our unity is our experience of the human condition, whereby we are interconnected by our experience of this world and the structures our societies have created. To this end, the course will endeavor to discover the ways in which cultures, as different as they might seem, connect in surprising ways. Our analysis will begin with four central novels: Never Let Me Go by Kazuo Ishiguro, Slaughterhouse-Five by Kurt Vonnegut, Things Fall Apart by Chinua Achebe, and Sophie's Choice by William Styron.

10th Grade Modern World History

In designing the curriculum for this course, we have aligned the California State Content Standards for 10th Grade History with the Common Core State Standards for History and Social Studies to ensure that students with a range of interests and learning styles get the most from this class. The entirety of World History cannot be taught in a single year. Historians make entire careers out of studying a single region over a narrow period of time, and even then must choose which sources to study in depth, and which to gloss over. For this class, we will focus primarily on events from the 16th century to the present. As a class, students will examine the process of globalization and how it has precipitated political, environmental, economic and socio-cultural in various regions throughout the world. As students become more familiar with the phenomena being studied, each will pursue (alone or in small groups) more directed inquiry into the concepts and narratives that they find most compelling. By the end of the year, each student will be able to trace one or more present-day challenges or pressing concerns to its historical roots, and present a clear argument about the significance of this connection.

10th Grade Geometry

This course is designed to emphasize the study of the properties and applications of common geometric figures in two and three dimensions. It includes the study of transformations and right triangle trigonometry. Inductive and deductive thinking skills are used in problem solving situations, and applications to the real world are stressed. It also emphasizes writing proofs to solve (prove) properties of geometric figures. Toward the end of the year we will spend some time focused on SAT/ACT geometry. Students who complete Geometry should take Algebra II next.

10th Grade Spanish: Beginners

In our classroom, we will do a variety of activities and exercises including talking in Spanish, practicing pronunciation and grammar, and interacting in Spanish in pairs and small groups. Much of the class is conducted in Spanish in order to offer as much exposure to the language as possible, but English is used when necessary to offer clarity and efficiency. In this course, we deal with all basic language skills: aural comprehension, speaking, reading, and writing. Grammar is studied not so that a student can recite grammar rules, but so that students gain an understanding of how language works; you must speak in order to learn to speak. Some students may feel inhibited by the idea of making mistakes in front of others but we will work together to make the atmosphere as tension-free as possible. Students will have the opportunity to learn about cultural aspects from various countries around the Spanish-speaking world. Students should expect to participate daily in class activities and be prepared to move, act silly, and have fun exploring another language and culture.

10th Grade Spanish I

Students will be placed in Spanish I or Spanish II according to their knowledge, not according to their grade or their age, to ensure proper placement for learning.

The State of California sets forth a uniform vision of what students should know and be able to do at the High School level in World Languages. The standards were developed to accommodate all languages and identify the various stages of acquiring linguistic and cultural proficiency. They provide an organizing principle to ensure the continuous development of student proficiency.

We will be using the four key areas of foreign language study: listening, speaking, reading, and writing. The course is a blend of language learning presented both in class and online through Duolingo and Kahoot. Students will be exposed to common expressions, greetings, and grammatical structures; they will ask and answer guided questions and are encouraged to ask their own questions both in class and on homework. Active participation is essential for success in this course. The group class meets twice a week. New vocabulary is introduced during the group class and is then reviewed, practiced, and advanced during one-on-one tutoring. Spanish I students will study grammar, sentence formation, and vocabulary while being exposed to cultural knowledge and the Hispanic background of California.

10th Grade Spanish II

Students will be placed in Spanish I or Spanish II according to their knowledge, not according to their grade or their age, to ensure proper placement for learning.

California’s rich linguistic and cultural tapestry is tied with its Hispanic background. The State of California sets forth a uniform vision of what students should know and be able to do at the High School level in World Languages. The standards were developed to accommodate all languages and identify the various stages of acquiring linguistic and cultural proficiency. They provide an organizing principle to ensure the continuous development of student proficiency. Spanish language prepares students for employment and enables them to compete in the worldwide marketplace in the future. Students in Spanish II shall be familiar with phrases, grammar patterns, and identifying parts of speech such as nouns, adjectives, subject pronouns, verbs, conjugations, adverbs, etc. In cultural awareness, they will learn some early California history that relates to Hispanic culture, such as the colonization of California by the Spaniards, California as a part of Mexico, the discovery of gold, the purchase of California by the USA, and how California became a state.

10th Grade Study Skills

Study Skills is a course designed to facilitate the executive functioning abilities needed to become an active learner. It will devote time and focus to SAT/ACT test prep and test- taking techniques. This course will additionally facilitate the growth of necessary confidence, organization, advocacy and self-awareness for students to succeed. Goals: Balance, Organization & Advocacy. Establish and maintain customized organizational, time management, studying and advocacy skills for each TREE participant. Own their relationship to learning. Homeroom & Accountability. Students will have a reliable schedule to check in on organizational, planning, and development of various school projects/courses. Practical skills building for deeper level learning ex: presentations, essay construction, note taking etc. Future Planning. Create a home for college and career research, personal/professional development and exam/application preparation. The teacher will enrich student interest through strategic planning of Passion Projects.

10th Grade Learning Lab

The Learning Lab is where the nexus of learning occurs. Students are taking what they’re exposed to in the classroom and putting that into practice. In addition to being a space for academic practice & guidance, the Learning Lab gives staff the opportunity to observe and learn how our students are absorbing and processing what is being taught in the classroom. As TREE strives to serve the whole student, the Learning Lab is where our community learns to thrive together.

10th Grade Inner Peace (Meditation)

Based on the forthcoming book by Venerable Burin, the inner peace curriculum explores how we can bring more equilibrium, calmness and mental focus to our everyday lives through the art and techniques of meditation based on age or principles.​

10th Grade Life Skills

The Life Skills course is designed to assist students in growing and deepening their capacity to build relationships and community. An integral part of this process is to further curiosity and challenge the assumptions we hold about ourselves and others, in order to become better able to understand and value differing perspectives.



Vergangene Events

13.10.2019 OLMA radio city FM1



Literature Seminar with Dr. Paul Cummins

The 2019 – 20 Senior Seminar in English at TREE Academy will combine independent studies, with small group classes twice-a-week for 90 minutes, with a variety of the elements of traditional English grammar and rhetoric. In addition, there will be a rich selection of readings – some assigned, some selected by the students according to their interests. As at every grade level at TREE, one Shakespeare play will be assigned: This year we will be reading and analyzing The Tempest. In addition to The Tempest, we will read and explicate 10 – 20 poems during the year – mostly selected from the classic study Sound and Sense by Laurence Perrine. Students will also memorize and perform at least one poem per month.

The fiction this year will include: Richard Yates: A Good School James Joyce: “The Dead” Ernest Hemingway: “The Short Happy Life of Francis Macomber” Toni Morrison: The Bluest Eye Leslie Marmon Silko: Ceremony Julia Alvarez: How the García Girls Lost Their Accents Fae Ng: Bone Robert Penn Warren: All the King’s Men The grammar and rhetoric studies will be drawn from: Ann Longknife and K.D. Sullivan: The Act of Styling Sentences Robert Hollander: The Elements of Grammar Francis Christensen: Notes Toward a New Rhetoric Of course, writing will be a central concern of this seminar. Students will write eight major essays and eight first drafts during the year. Each draft will be individually analyzed with each student one-on-one. In addition, we will read, discuss, and write on topics drawn from non-fiction. We will read the following “classic essays” and write in response to them: George Orwell: “Reflections on Gandhi” Martin Luther King, Jr.: “Letter from the Birmingham City Jail” Henry David Thoreau: “On Civil Disobedience” Wendell Berry: “Life is a Miracle” Jonathan Swift: “The Art of Political Lying” E. M. Forster: “What I Believe” Edmund Wilson: “The Two Scrooges” Bill McKibben: “Has the Human Game Played Itself Out?” Finally, we will read, discuss and write about several plays – in addition to The Tempest. These will include: Aeschylus: The Oresteia Maxwell Anderson: Lost in the Stars Arthur Miller: Death of a Salesman Samuel Beckett: Waiting for Godot Luis Valdez: Zoot Suit

The Senior Seminar in Environmental Studies

Environmental Studies is an inter-curricular course in which students will explore ecological systems and the historical impact of human activity on the natural world. Students will consider the cultural, social, and scientific issues pertaining to the environment, and evaluate ways in which the connection between humanity and the rest of the living world has changed over time. The ultimate goal of the course will be to help students identify the most pressing environmental issues of our time and develop possible solutions to these challenges.

Senior Mathematics and Science

Interested seniors may elect to take classes in either pre-calculus, advanced Physics or Human Anatomy.

Senior Math (Pre-Calculus Elective)

Precalculus starts taking a much deeper look at functions and why they are so important in preparation for Calculus. Students will learn about polynomial functions, how to find their zeros, how to graph functions, and how to solve nonlinear equations. Graphing and solving of equations will also be extended to several types of nonlinear equations such as exponentials, logarithms, radicals, and rationals. After polynomials have been covered, the focus will turn to trigonometry and geometry. Students will learn about the unit circle, right triangles, trigonometric functions, and conic sections. Also, a brief introduction to limits will be discussed at the end to help familiarize students with Calculus concepts. This class is intended to explore the world of algebra and prepare students for entry into Calculus through engaging activities and math discussions. Students will learn to think critically, come up with creative solutions to problems using previously learned tools, and focus on detail and precision.

Senior Foreign Language

Interested seniors may elect to take Spanish III, or take an independent study in a foreign language of their choice.

Senior Physical Education

Seniors will take courses in either Yoga, Dance and Team Sports, or play on one of our CIF competitive sports teams in JV or Varsity Basketball, Cross Country or Volleyball.


All seniors will take a semester (or more) of Meditation practice at TREE.


The Senior Seminar


1.  Complete 15 A-G courses (11 of them by end of junior year)

You need to complete a minimum of 15 college-preparatory courses (A-G courses) with a letter grade of C or better.


For courses completed during the 2020 winter, spring or summer terms, UC will also accept a grade of pass/credit.


You must complete at least 11 of these courses prior to the beginning of your last year of high school.


The 15 courses are: 

a. History: 2 years

b. English: 4 years

c. Mathematics: 3 years

d. Science: 2 years

e. Language other than English *or equivalent to the 2nd level of high school instruction: 2 years

f. Visual and performing Arts: 1 year

g. College-prep elective (chosen from the subjects listed above or another course approved by the university): 1 year

2. Earn a grade point average (GPA) of 3.0 or better (3.4 if you're a nonresident) in these courses with no grade lower than a C.

Option to submit SAT/ACT test scores

Freshman applicants for fall 2021-2022 have the option to submit SAT/ACT scores with their application. Applicants will not be penalized in the admission review process if they don't submit SAT/ACT scores. 

California students

If you're a state resident who has met the minimum requirements and aren't admitted to any UC campus to which you apply, you'll be offered a spot at another campus if space is available, provided:

  • You rank in the top 9 percent of California high school students, according to our admissions index

  • You rank in the top 9 percent of your graduating class at a participating high school. We refer to this as "Eligible in the Local Context" (ELC).