Updated November 2024

Ninth grade learning communities at SAS are comprised of groups of 90 students, who gather with a core set of educators in a space that has been intentionally designed in collaboration with students, educators, school leaders, and architects.

Four ninth-grade learning communities are thoughtfully designed with diverse learning spaces that cater to a wide range of activities, creating dynamic environments for exploration and collaboration. Each community features a science lab, humanities classrooms, a Learning Commons, and an Educator Work Space. These spaces are equipped with cutting-edge technology, acoustically optimized, and illuminated with high-performance lighting to enhance the learning experience.

The humanities classrooms consist of two interconnected rooms with a movable wall, offering flexibility for collaborative or individual activities. Writable surfaces are strategically placed throughout to encourage students to visualize and share their thinking. Additionally, soft seating options within the classrooms provide adaptable settings for focused tasks or group discussions.

The most distinctive feature of each learning community is the Commons Area, a versatile workspace adjacent to traditional classrooms. Designed to reflect the professional co-working spaces popular worldwide, the Commons supports individual or small-group productivity and discussions. With flexible soft seating, students can choose the workspace that best suits their needs. Each Commons is equipped with acoustic pods, providing quiet, sound-insulated areas tailored to individual learning preferences.

The Commons also includes tack surfaces and shelving, offering spaces to showcase artifacts and visuals that reflect the community's identity and achievements. This integration of innovative design and functionality fosters collaboration, creativity, and a strong sense of belonging.

They foster:

• An increased sense of belonging and ample opportunities to build relationships.
• A more intentional focus on the wellbeing of students and educators alike 
• Connections between disciplines 
• A deepend focus on learning aspirations that promotes high quality learning and teaching
• More student agency and ownership in the learning process

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