High School

LJA's High School college preparatory program strives to develop knowledgeable, responsible and caring young people of character who help to create a more peaceful and sustainable world through understanding, stewardship, and respect.

In grades 9-10, students inquire into interdisciplinary issues and topics through language and literature, individuals and societies, maths, sciences and their choice of arts, design and an additional language. The MYP is designed to prepare students with the skills, knowledge and understanding required for the rigor of the Diploma Programme (DP).

In grades 11-12, learning is even more personalized as students select six courses from within each of the subject groups. DP courses are two years in length. Students also take Theory of Knowledge and write a 4,000 word extended essay on a subject of their choice in order to receive the IB Diploma.

Overview

Grade 9

MYP 4

Language & Literature
English MYP4 is the foundation of literature and composition studies at Le Jardin and will provide a common base of knowledge and terminology for the students to carry on into 10th grade and beyond. The literature of the course is divided into major genre-based units (short story, poetry, drama, and novels), providing the specific concepts and vocabulary they will need to read and analyze literature throughout high school. Grammar is incorporated within the context of writing.

Integrated Math
This course will build on topics studied in Integrated Mathematics MYP3 and will introduce new topics in Algebra 2, Probability and Statistics, and Geometry. Topics will include consumer mathematics, graphing and solving linear inequalities, graphing and solving quadratic equations, probability, statistics, deductive reasoning, trigonometry, and vectors. The course will stress the essential role of mathematics within the school and in society: mathematics as a universal language, promoting analytical reasoning and problem-solving skills that contribute to the development of logical, abstract, and critical thinking. This course will help students view mathematics as a language of modeling and solving problems that arise in the real world.

Integrated Science
The focus of this course will be cells, DNA, genetics, evolution, biodiversity, and ecology. Students are actively engaged in the “study of life” through detailed investigative labs and online activities. The labs include both classic experiments with new twists and modern, cutting-edge labs. This program is designed to facilitate student learning by integrating material from the text, lectures, website, and hands-on labs.

Individuals & Societies
The MYP4 Individuals & Societies course is a Global Studies Seminar, exploring well beyond the traditional historical cannon in order to engage and empower students in shaping the future. We will consider the origin of social mores and customs around the world, how our interpretation and retelling of the past influences our choices in the present, the conditions for and agents of change, the role of human ingenuity, and the nature of peace and conflict. Students will hone interdisciplinary skills, including critical thinking, non-fiction reading, note taking, active listening, synthesizing information, collaborative research and problem solving, and effective written and oral communication.

French 4
The primary aim of this course is to teach students to enjoy communicating in French and become competent in the language. Students will develop their intercultural awareness by being exposed to Francophone culture and customs. In this course, students will be familiarized with a variety of authentic materials both in written and spoken form. French Language B consists of four areas of learning: speaking, listening, reading, and writing. During the course, students will reflect on their own culture’s perspectives and customs and compare and contrast them with those of Francophone countries. By the end of the course, students will have expanded their knowledge and language experience along with the selected language functions that will enable them to engage in conversations in French about their personal worlds, school environment and activities, transportation, health issues, urban and country living, celebrations, and jobs. Students will also have gained an understanding of the French perspectives on these topics.

French 4-1
Using an interactive approach, students learn vocabulary, phrases and grammatical patterns necessary for basic linguistic and cultural competence. The students will learn to communicate information about themselves, their families, their interests in and outside of school and their communities in the present and past tenses. The students will learn to compare and contrast cultural perspectives (its attitudes values and beliefs) of Francophone countries to their own cultural perspectives.

Japanese 4
The primary aim of this course is to teach students to enjoy communicating in Japanese and become competent in the language. Students will develop their intercultural awareness by being exposed to Japanese culture and customs. In this course, students will be familiarized with a variety of authentic materials both in written and spoken form. Japanese Language B consists of four areas of learning: speaking, listening, reading, and writing. During the course, students will reflect on their own culture’s perspectives and customs and compare and contrast them with those of Japan. By the end of the course, students will have expanded their knowledge and language experience along with the selected language functions that will enable them to engage in basic conversations in Japanese about their personal worlds, school environment and activities, international sports, and customs and traditions. Students will also have gained an understanding of the Japanese perspectives on these topics. Upon completion of this course, students will be able to recognize the 68 most used kanji.

Japanese 4-1
This course is intended for students with little previous Japanese experience or no previous Japanese language experience. Students will develop their intercultural awareness by being introduced to Japanese culture and customs. In this course, students will be exposed to a variety of authentic materials both in written and spoken form. Japanese Language B consists of four areas of learning: speaking, listening, reading and writing. By the end of the course, students will have expanded their knowledge and language experience along with the selected language functions that will enable them to engage in basic conversations in Japanese about their personal worlds, their school environment and activities, international sports and customs and traditions. Students will also have gained an understanding of the Japanese perspectives on these topics. Students will during the course take time to reflect on their own culture’s perspectives and customs and compare and contrast them with those of Japan. Upon completion of this course, students will be able to recognize the 51 most used kanji.

Mandarin 4-1
The introductory, modern Mandarin language course is designed for students with no previous Chinese language exposure. Students will develop basic Mandarin competency and skills in listening, speaking, reading and writing. All of the students’ learning activities involve two fundamental ideas: learning in cultural context and learning through performance. Using an interactive approach, students learn vocabulary, phrases and grammatical patterns necessary for basic linguistic and cultural competence. Students will learn to compare and contrast cultural perspectives (its attitudes, values and beliefs) of Mandarin speaking countries to their own cultural perspectives. Approximately 150 characters will be taught.

Spanish 4
The primary aim of this course is to teach students to enjoy communicating in Spanish and become competent in the language. Students will develop their intercultural awareness and study the Spanish, Hispanic, and Latino cultures, traditions, customs, transculturation, and subcultures. In this course, students will be exposed to a variety of authentic materials both in written and spoken form. Spanish Language B consists of four areas of learning: speaking, listening, reading, and writing. By the end of the course, students will have expanded their knowledge and language experience with the selected language functions that will enable them to engage in conversations in diverse topics in Spanish, such as their personal worlds, school environment and activities, directions, food, health issues, celebrations, etc. Students will also have gained an understanding of the Spanish perspectives on these topics. During the course, students will reflect on their own culture’s perspectives and customs and compare and contrast them with those of the Spanish culture. Upon completion of this course, students will be able to write essays in a variety of topics, be spontaneous with the language, and read various types of passages, articles and books.

Spanish 4-1
This is the second year of a two-course introduction to Spanish language. One year of Spanish Foundation is assumed. Students will have the opportunity to acquired knowledge in the four aspects of the language: understanding, speaking, reading and writing that are at the appropriate and required level. Students will study and actively practice conversations, express preferences, form questions, and master grammar concepts such as the uses of preterit, imperfect tense, present progressive, and reflexives by the end of this course. Students will be introduced to new strategies for language learning as well as listening opportunities through video, on-line listening materials, and music. The course will include creative situations in which students must use Spanish to communicate with their instructor, peers, and native Spanish speakers. By the end of this course, students will also be able to use idiomatic phrases of common courtesy and appropriately talk about and be familiar with the Latino/Hispanic culture and civilizations, religion, traditions, and history in the U.S.A. and in the Spanish speaking countries around the world. All units are molded according to the National Standards and Hawaii State Content and Performance Standards.

Music: Band
This course is designed for advanced students who have had one or more years of experience playing in a band or have studied privately. Woodwind, brass and percussion instruments only. The students will work on advanced band literature as well as improving their music reading and instrumental technique. The band will play many different styles of music including classical, pop and jazz. The concert band will perform at school, in the community and at various band festivals.

Music: Chorus
The purpose of MYP 4 Chorus is to expose the novice singer to the exciting world of singing in an ensemble. As an IB MYP course, chorus emphasizes both the process of making music and the connections between different genres and other subjects through a repertoire of music from different time periods of history as well as other cultures. Through this unique form of human expression, students will:

Experience and develop curiosity, interest and enjoyment in their own creativity and that of others. Explore through the process of vocal expressive art. Acquire and develop skills needed for the creation of vocal performing art. Develop and use the language, concepts, and principles of music and vocal performing art. Communicate their thoughts and ideas through vocal expressive art. Reflect on, appreciate and evaluate their work and the work of others. Develop receptiveness to expressive art forms across time, place and cultures, and perceive the significance of these art forms as an integral part of life.

Drama

This class introduces students to farcical comic acting, through the history of comical theatre and farce, an extensive unit on the art of Commedia-style acting, improvisational comedy, cross-gender acting, and modern comic play writing. Students also learn to write their own comic plays. Students learn about the different stock characters from the Commedia traditions and form Commedia troupes that perform at the school’s Renaissance Faire in May. Students are also required to attend local theatre performances.

Visual Art
Art I is designed to reinforce and build on knowledge and skills developed at the elementary and middle school levels. It is the foundation level for art study throughout high school. The course is primarily devoted to deliberate and systematic presentations of various art processes, procedures, theories, and historical developments. Students will have experiences in producing two-dimensional and three–dimensional artworks. The course emphasizes the study of the elements of art and principles of design, color theory, vocabulary, art criticism, art history, and safety in the art room. The approach to art experiences during this time is experimental in terms of materials. Students are provided a strong foundation in design, drawing and vocabulary in a teacher-structured environment. Problem solving and decision making are emphasized throughout Art I.

PE/Health
This course incorporates six standards of Physical Education. These are movement concepts, cognitive concepts, active lifestyle, physical fitness, responsible personal and social behavior, health and wellness. This course emphasizes physical fitness and health. Throughout the year, students participate in a work out and nutrition program they’ve created and will be asked to assess their individual improvement at the end of the year. They also work cooperatively with their peers to produce successful Physical Education projects.

Design: Computer Science
Design aims to provide the means and the context to help students become skilful problem solvers, who can appreciate the significance of technology in everyday life and society, and who can respond critically and resourcefully to real life challenges. They will investigate problems and use the Design Cycle model to plan, design, create, and evaluate their products/solutions. Through a series of projects, students will gain an appreciation for the creative, collaborative, and communicative potential of digital technology tools and design.

Below are the course paths for Design which allows students to specialize their design skills:

Computer Science Lab (Design Systems): In this course, you will be exploring design challenges involving computer programming, engineering, and robotics principles. Through projects that combine logic, technology, engineering and math (STEM) education, you will design, test and troubleshoot programming solutions through computers, microprocessors and robotics. Skill development will include programming languages, robotics, system fundamentals and computational thinking.

Information Technology Lab (Information Design): In this course, you will be exploring design challenges involving communication with various kinds of digital technology and computer interfaces. Through projects in photography, videography, audiography, and web and graphic design, you will design products and solutions for authentic clients. Skill development will include visual literacy, digital citizenship, intellectual property, personal and public communications, modeling, simulations, and project management.

Innovations Lab (Design Materials): In this course, you will be exploring design challenges using simple tools to construct products to solve a variety of needs. From short projects, to longer, self-directed inventions, you will utilize STEM principles to explore the nature, selection and use of materials. In this course, the appropriate and safe use of a variety of tools will be emphasized. Skill development will include green design, computer aided design (CAD), prototyping, ergonomics, resource management, material properties, engineering, robotics and innovation.

Grade 10

MYP 5

Language & Literature
English 10 focuses on composition and multicultural literature, which will be divided into thematic units. Students will compose a variety of literary essays, a research paper, and creative pieces in poetry and prose. In addition, students will hone critical reading, speaking and analytic skills. Grammar, sentence structure, and basic composition, introduced in MYP 4, will be reviewed and expanded upon. Vocabulary from the literature and the SAT will also be covered.

Integrated Math
This course will build on topics learned in Integrated Mathematics MYP4 and will introduce new topics taught in a traditional Algebra 2 course. Topics will include linear, quadratic, exponential, and logarithmic functions, matrices, networks, probability, statistics, consumer math, circle geometry, and three-dimensional geometry. The course will stress the essential role of mathematics within the school and in society: mathematics as a universal language, promoting analytical reasoning and problem-solving skills that contribute to the development of logical, abstract, and critical thinking. This course will help students view mathematics as a language of modeling and solving problems that arise in the real world.

Integrated Science
This course is designed to be taken in preparation for college level chemistry. This course will cover the topics needed for enrollment in a first year college chemistry course. General chemistry is designed with the college bound student in mind. This course aims to equip students with general chemistry knowledge. By the end of the course, the successful student will have an understanding of basic chemistry principals as well as laboratory skills. The program will be hands-on and students will regularly be asked to do experiments. The write-up of experiments will be an important part of the final grade. Little emphasis will be placed on rote learning but rather emphasis will be placed on the overall understanding of concepts. Chemistry is a math intensive science course.

Individuals & Societies (US History)
The purpose of this course is to increase students’ knowledge of the development of the United States as a democratic nation. The course is organized as a chronological survey of the American past from 1877 to contemporary times. Emphasis will be placed on major events, geography, individuals and ideas which comprise our American Heritage. We are living in challenging times, and one of the main goals of this class is to discover how the dilemmas and decisions of the past and present help us navigate our future. We will be spending time searching for answers to numerous questions such as (just a few):

  • Are we indeed learning from history, or just repeating our mistakes?
  • Are we a nation, or a union of states?
  • What do we really mean by that phrase in the Declaration of Independence, “all men are created equal”?
  • What is the role of the U.S. in the world today, and who decides?
  • What impact do you want to have on our world in your future?

High school students should know and understand their cultural heritage of the past and its influence on the present in order to assume their roles as participating citizens in their democratic society.

French 5
The primary aim of this course is to teach students to enjoy communicating in and become competent in the French language. Students will develop their intercultural awareness by being exposed to French culture and customs. In this course, students will be familiarized with a variety of authentic materials both in written and spoken form. French Language B consists of four areas of learning: speaking, listening, reading and writing. By the end of the course, students will have expanded their knowledge and language experience along with the selected language functions that will enable them to engage in basic conversations in French about their personal world, customs and traditions, global issues, social relationships, and leisure. Students will also have gained an understanding of the French perspectives on these topics. During the course, students will take time to reflect on their own culture’s perspectives and customs and compare and contrast them with those of Francophone countries. Upon completion of this course, students will be able to read, write and engage in spontaneous conversations on diverse topics including but not limited to regionalism, travels, youth issues, media, immigration and moral values. Successful students will be well prepared to begin the International Baccalaureate Language B French Standard Level Program.

French 5-2
The primary aim of this course is to teach students to enjoy communicate and become competent in the French language. Students will develop their intercultural awareness by being exposed to Francophone culture and customs. In this course, students will be familiarized with a variety of authentic materials both in written and spoken form. French Language B consists of four areas of learning: speaking, listening, reading, and writing. By the end of the course, students will have expanded their knowledge and language experience along with the selected language functions that will enable them to engage in conversations about a variety of topics in French about their personal worlds, their school environment and activities, art and leisure, technology, transportation and health issues. Students will also have gained an understanding of the French perspectives on these topics. Students will, during the course, take time to reflect on their own culture’s perspectives and customs and compare and contrast them with those of Francophone countries.

Japanese 5
The primary aim of this course is to teach students to enjoy communicating in and become competent in the Japanese language. Students will develop their intercultural awareness by being in exposed to Japanese culture and customs. In this course, students will be exposed to a variety of authentic materials both in written and spoken form. Japanese Language B consists of four areas of learning: speaking, listening, reading and writing. By the end of the course, students will have expanded their knowledge and language experience by the selected language functions that will enable them to engage in basic conversations in Japanese about studying abroad, customs and traditions, community service and environmental issues. Students will also have gained an understanding of the Japanese perspectives on these topics. Students will during the course take time to reflect on their own culture’s perspectives and customs and compare and contrast them with those of Japan. Upon completion of this course, students will be able to recognize the 120 most used kanji. Successful students will be well prepared to begin the International Baccalaureate Language B Japanese Standard Level.

Japanese 5-2
This course is intended for students with little previous Japanese experience or no previous Japanese language experience. Students will develop their intercultural awareness by being introduced to Japanese culture and customs. In this course, students will be exposed to a variety of authentic materials both in written and spoken form. Japanese Language B consists of four areas of learning: speaking, listening, reading and writing. By the end of the course, students will have expanded their knowledge and language experience along with the selected language functions that will enable them to engage in basic conversations in Japanese about their personal worlds, their school environment and activities, international sports and customs and traditions. Students will also have gained an understanding of the Japanese perspectives on these topics. Students will during the course take time to reflect on their own culture’s perspectives and customs and compare and contrast them with those of Japan. Upon completion of this course, students will be able to recognize the 51 most used kanji.

Mandarin 5-2
Beginning Chinese is an introductory modern Mandarin language course that is designed for students with no previous Chinese language exposure to develop basic Chinese listening, speaking, reading and writing skills and competency. All of the students’ learning activities involve two fundamental ideas: learning in cultural context and learning through performance. Using an interactive approach, students learn vocabulary, phrases and grammatical patterns necessary for basic linguistic and cultural competence. Students will learn to compare and contrast cultural perspectives (its attitudes values and beliefs) of Chinese speaking countries to their own cultural perspectives. Approximately 150 characters will be taught.

Spanish 5
The primary aim of this course is to teach students to enjoy communicating in and become competent in the Spanish language. Students will develop their intercultural awareness by continuing to study the Spanish, Hispanic, Latino culture, religion, politics, traditions, immigration, and customs. In this course, students will be exposed to a variety of authentic materials both in written and spoken form. Spanish Language B consists of four areas of learning: speaking, listening, reading and writing. By the end of the course, students will have expanded their knowledge and language experience by the selected language functions that will enable them to engage in intermediated and advance conversations in Spanish about their personal world, customs and traditions, global issues, social relationships, immigration, hobbies, music, leisure, etc. Students will also have gained an understanding of the Spanish perspectives on these topics. Students will during the course take time to reflect on their own culture’s perspectives and customs and compare and contrast them with those of Spanish, Hispanic, and Latino culture in Spanish speaking countries, in the U.S.A and around the world. Upon completion of this course students will be able to speak, write, and read a variety of topics. Successful students will be well prepared to begin the International Baccalaureate Spanish Language B standard level program and the most advance students will be place in a high level.

Spanish 5-2
This is the second year of a two –course introduction to Spanish language. One year of Spanish MYP 4-1 is assumed. Students will have the opportunity to acquired knowledge in the four aspects of the language: Understanding, Speaking, Reading and Writing appropriate and require for the level. Students will study and actively practice conversations, expressing preferences, forming questions and the uses of preterit, imperfect, present progressive, reflexives and grammar concepts should be master by the end of the this course. Students will be introduce to new strategies for language learning, listening opportunities through video, on-line listening materials, music, and will create situations in which students must use Spanish to communicate with their instructor, their peers, and with native speakers of Spanish. By the end of this course, students will also be able to: use idiomatic phrases of common courtesy appropriately, talk about and be familiar with the Latino/Hispanic culture and civilizations, religion, tradition, history, in the U.S.A. and in the Spanish speaking countries around the world. All units are molded according to the National Standards and Hawaii State Content and Performance Standards.

Music: Band

Music: Chorus
The purpose of MYP 5 Chorus is to expose the novice singer to the exciting world of singing in an ensemble. As an IB MYP course, chorus emphasizes both the process of making music and the connections between different genres and other subjects through a repertoire of music from different time periods of history as well as other cultures.

Through this unique form of human expression, students will: Experience and develop curiosity, interest and enjoyment in their own creativity and that of others. Explore through the process of vocal expressive art. Acquire and develop skills needed for the creation of vocal performing art. Develop and use the language, concepts, and principles of music and vocal performing art. Communicate their thoughts and ideas through vocal expressive art. Reflect on, appreciate and evaluate their work and the work of others. Develop receptiveness to expressive art forms across time, place and cultures, and perceive the significance of these art forms as an integral part of life.

Drama
This class introduces students to the realistic acting style, through the history of the theatre of Realism, and an examination of several representative realistic plays--“A Doll’s House,” “Long Day’s Journey Into Night,” “Who’s Afraid of Virginia Woolf?,” “Death of a Salesman,” and “A Streetcar Named Desire.” The course includes an extensive play writing unit in the second semester in which students write a play for a national play writing contest. At the end of the school year, students perform in scenes from the Pulitzer Prize winning play, “The Kentucky Cycle.” Students are also required to attend local theatre performances.

Visual Art
This course builds on the student’s technical skills and foundation of knowledge developed in MYP 4 Visual Art. The study of the elements of art and principles of design, color theory, vocabulary, and art history continues in Visual Art MYP 5 in a continued teacher-directed situation. Various art processes, procedures, and theories are presented in a problem-solving manner which allows for independent choices and personal solutions to problems. The approach to art experiences is less experimental and based more on informed choices. Student research of art and artists is a major source for gaining knowledge and understanding of past and present art forms. A greater flexible and fluent use of the elements of art and principles of design, color, theory, and vocabulary is stressed in Visual Art MYP 5.

Concert Band
This course is designed for advanced students who have had one or more years of experience playing in a band or have studied privately. Woodwind, brass and percussion instruments only. The students will work on advanced band literature as well as improving their music reading and instrumental technique. The band will play many different styles of music including classical, pop and jazz. The concert band will perform at school, in the community and at various band festivals.

PE/Health
This course incorporates six standards of Physical Education. These are movement concepts, cognitive concepts, active lifestyle, physical fitness, responsible personal and social behavior, health and wellness. Students will be encouraged to work cooperatively and productively with partners or in small groups. Our emphasis is on the student’s participation rather than skill level. Le Jardin Academy strives to help students develop as responsible, lifelong learners who will enjoy participating in physical for a lifetime.

Design MYP 4 & 5
Design aims to provide the means and the context to help students become skilful problem solvers, who can appreciate the significance of technology in everyday life and society, and who can respond critically and resourcefully to real life challenges. They will investigate problems and use the Design Cycle model to plan, design, create, and evaluate their products/solutions. Through a series of projects, students will gain an appreciation for the creative, collaborative, and communicative potential of digital technology tools and design.

Below are the course paths for Design which allows students to specialize their design skills:

Computer Science Lab (Design Systems): In this course, you will be exploring design challenges involving computer programming, engineering, and robotics principles. Through projects that combine logic, technology, engineering and math (STEM) education, you will design, test and troubleshoot programming solutions through computers, microprocessors and robotics. Skill development will include programming languages, robotics, system fundamentals and computational thinking.

Information Technology Lab (Information Design): In this course, you will be exploring design challenges involving communication with various kinds of digital technology and computer interfaces. Through projects in photography, videography, audiography, and web and graphic design, you will design products and solutions for authentic clients. Skill development will include visual literacy, digital citizenship, intellectual property, personal and public communications, modeling, simulations, and project management.

Innovations Lab (Design Materials): In this course, you will be exploring design challenges using simple tools to construct products to solve a variety of needs. From short projects, to longer, self-directed inventions, you will utilize STEM principles to explore the nature, selection and use of materials. In this course, the appropriate and safe use of a variety of tools will be emphasized. Skill development will include green design, computer aided design (CAD), prototyping, ergonomics, resource management, material properties, engineering, robotics and innovation.

Grade 11-12

DP 1 & 2

Language A: Studies in Language and Literature
Literature HL
Language & Literature SL/HL

Language B: Language Aquisition
French SL/HL
French Ab Initio
Japanese SL/HL
Japanese Ab Initio
Mandarin Ab Initio
Spanish SL/HL
Spanish Ab Initio

Group 3: Individuals & Societies
History HL
Psychology SL/HL

Group 4: Sciences
Biology SL/HL
Computer Science SL/HL
Chemistry SL/HL
Environmental Systems & Societies SL
Physics SL/HL

Group 5: Mathematics
Mathematics HL
Mathematics SL
Mathematics Studies SL

Group 6: The Arts
Music SL/HL
Theatre SL/HL
Visual Art SL/HL

IB Core Elements
Theory of Knowledge (TOK)
Creativity, Action, Service (CAS)
Extended Essay (EE)

Descriptions Here

Support

Learning Support

LJA is an inclusive learning environment that aims to increase access and engagement in learning for our students by identifying and removing barriers.

Click here to learn more.

Cheryl Herndon
High School Learning Specialist
Ph: 808.261.0707 x4080

SAS

SAS stands for Service, Arts, and Study Hall and meetings are held for 40 minutes on opposite Advisory days.

The service option involves matching students with opportunities to share knowledge as a tutor, demonstrate great character as a mentor to younger students, and/or provide help to divisional Faculty/Staff (filing, prepping materials, project help, etc).
  • Hours may be used towards S&A or CAS projects with proper notification and approval by Advisors.
The art options are 4 different 1-credit elective courses. Year-long commitment and participation are expected to complete credit-earning requirements.
  • Courses: Concert Band, Concert Chorus, Independent Art, and Stage Craft.

The study hall option is comprised of specialized study sessions designed to assist students both academic course work and additional school-related requirements (e.g. college applications, study/research skills, and TOK).

Student Counselor

The High School Student Counselor’s goal is to implement a comprehensive and proactive school counseling program that seeks to promote and enhance student learning and well-being.

The counselor is available to provide services to students, parents, school staff, and the community through a number of delivery methods including the implementation of a school guidance/advisory curriculum, individual student planning, responsive services and system support.

By promoting and incorporating balanced ideas around leadership, advocacy and collaboration, the school counseling program will seek to promote equity and access to opportunities that best support students through the rigorous educational experience that is a part of attending Le Jardin Academy.

Please click here to schedule a meeting with High School Student Counselor, Sean Landau.

Prepare

College Corner

Learn More

Contact

Robert Wilson
High School Principal
Ph: 808.261.0707 x2050

Vicki McNeill
Dean of Students
Ph: 808.261.0707 x1020

Alex Ramsvig
MYP/DP Coordinator
Ph: 808.261.0707 x2325

Tammy Thomas
High School Administrative Assistant
Ph: 808.261.0707 x1120

Lizbeth Smith
Middle/High School Registrar
Ph: 261-0707 x 3070