e: communicating the core elements of solutions to others.
- Test: learning what works and doesn’t work to improve solutions.
We believe that exposure to multiple perspectives and cultures is a powerful educational force that prepares students to be leaders in the global society. Our students are exposed to the world’s diversity through a number of global programs, in addition to the diversity of cultures, religions, languages, and family backgrounds represented on the York campus.
World Languages Requirement
Summer Study Abroad Experiences with CIEE
For more details on our global programs, click here.
York teachers go beyond the lecture. We know it's more engaging, and rewarding, for our students to get involved in their learning. Here are some examples of how our teachers structure active learning and guide students to make learning “stick.”
Algebra I - Owl Box Project: Algebra meets biology, meets carpentry, meets owl.
Inspired by "design thinking," Math teacher Susan Neubert worked with her Algebra I students, parents, and biology teacher Kim Kiest to build houses for barn owls.
The students developed all logistics and strategies for the project.They had to get information about the correct size for the boxes, then figure out how to cut the templates from large plywood pieces with a minimum amount of waste. Most of the wood was recycled from an abandoned tortoise enclosure on campus. Parents helped cut the wood, then the students used drills, power screwdrivers, glue, and clamps to assemble the owl boxes in October, 2013.
For more on the Owl Box Project and other examples of Project Based Learning, click here.
Each year, students in the 8th and 9th grades complete a research project based on the scientific method, enabling them to make their own scientific connections to the real world. They present their projects at the York Science Fair in late February. Participation in the fair is a requirement in 8th grade science and 9th grade biology classes; students in grades 10-12 may also take part. It’s less about competition--there are no awards given--and more about learning. Dozens of local judges with scientific backgrounds come on the day of the Science Fair to constructively evaluate the students’ work.
Biology teacher Pam Durkee organizes the fair. “Students gain valuable insight about their projects and the process of science from experts in the field. They also have the opportunity to view the work of their peers and to learn more about the diversity of projects that were completed."
The judges also suggest changes students can make if they want to enter the Monterey County Science Fair. York students have a long record of high performance at the County Science Fair, earning multiple spots at the California State Science Fair in May each year. In 12 of the past 15 years, York students have earned the honor of presenting their work at the prestigious Intel International Science Fair.Aside from hands-on science experience, our students also gain valuable public presentation skills when they discuss their projects and answer questions from the judges. It’s another way we consciously integrate communication skills (and practice!) into the full range of curriculum at York.
York students have the opportunity to bring fun, collaboration, hard work, intelligence, as well as York’s core values: honesty, respect, responsibility, and compassion, to their varied volunteer roles; helping the community grow closer and stronger. The goal of the service learning program is to have students adopt service as part of their identity: making positive contributions to others, to communities, and to the world part of who they are as productive citizens. As a graduation requirement, York expects each student to complete 10 hours of service learning each school year (excluding the eighth grade). Service is intentionally not cumulative, meaning one cannot simply meet the graduation requirement by volunteering 40 hours in one academic year. Sustained engagement with the community over time is important in affecting change, both within indi