Upper School

The English curriculum helps students to develop their ability to read, write, think and speak clearly, critically, creatively and logically. Reading, writing and conversation are at the heart of our teaching and learning.  
 
Reading is about exploration, discovery, enjoyment and inspiration. Students are taught to read in an attentive, critical, imaginative and active manner. They read literature from a range of cultures, time periods and genres.

Alongside reading, students use writing to respond to texts, wrestle with their questions, process their ideas and become independent thinkers. They engage in many different types of writing, such as analytical essays, poems, narratives, journal entries and research papers. We teach students to see writing as a process. Writing not only helps generate ideas but also is a tool for organizing and retaining ideas. We work with students on mastering the rules of grammar and usage so that they can communicate clearly and effectively.  

Students’ reading and writing contribute directly to the discussions that explore in our classrooms. We work to build classrooms of active, involved learners, where multiple perspectives are explored. Our classrooms encourage students to discuss their ideas and responses in a thoughtful, respectful manner.  

The social studies department strives to prepare our students for the demands of the world in which they will live with a course of study emphasizing history, geography, economics and contemporary social issues.

The outcomes of our program help students develop self-reliance and set lofty goals. We expect students to take ownership of their intellectual growth, to engage in honest reflection, and to seek to understand their own identities as well as the roles that cultural norms, historical events and political realities have played in shaping them.

Students learn to think beyond themselves. Exposing students to a variety of historical, literary and artistic voices fosters empathy and develops an appreciation for the unity and diversity of the human experience. Students need to view the world from many perspectives, listen deeply and recognize point-of-view in the sources they seek out and the media they consume.

As students move through the curriculum, we systematically build critical thinking, creative problem solving and research skills to help them develop ideas and arguments as well as to write and speak clearly and concisely. 

At the core of all we do are the relationships forged between students and teachers, which allow for a genuine partnership in pursuit of the knowledge, skills, and understandings that will empower students to effect positive change in the world.

The language program in the upper school continues the sequence begun in junior kindergarten (Spanish) or sixth grade (Spanish, French or Chinese). Proficiency in using another language, an understanding of other cultures and their languages, and a comprehension of what it means to be a global ethical citizen of the world are the goals of the World Languages Department.

The program promotes interdepartmental curricular exchanges. There are opportunities for language immersions in France and Spain, cultural exchanges in China and field studies in the city of Chicago, which are highly encouraged. Students must study French, Chinese or Spanish for at least three years in the Upper School, with many continuing to advanced classes. Some students may add a second language to study. 

Among the skills our students strive to develop are achieving proficiency in a foreign language allowing them to carry on thoughtful and engaging conversations and discussions with people of all ages.

The math department is committed to instilling habits of mind and building skills developmentally and individually appropriate for each learner. We collaborate to develop effective teaching approaches that keep with current research and common best practices.

The department’s desired outcome is to develop citizens with a love and appreciation of the power of mathematics and the skills and confidence to succeed in future endeavors. The upper school math department approaches teaching through a student-centered philosophy, getting to know each child and adjusting our approaches to what works best. We integrate direct instruction, discovery, inquiry, collaboration, student presentation, and student discussion in our classes. We strive to help students understand not only new processes and techniques but also the validity, contexts, and purposes surrounding the new skills.

The performing arts department welcomes and encourages the participation of all students in the upper school. Courses are designed to allow students to both build a beginning foundation of skills in music and drama and to continually develop those skills through a wide variety of classroom and performance experiences. There are opportunities for both vocal and instrumental music and acting and technical theatre.

Physical education classes are scheduled two times per week. Students select from a variety of classes such as yoga, pilates, Feldenkrais, tai chi, martial arts and athletic development. The classes are designed to develop and improve components of physical fitness (strength, speed, agility, power, endurance and flexibility), to encourage relaxation techniques and to foster a knowledge and appreciation of the importance of wellness. In allowing students to choose their experiences and in exposing them to different classes, students can learn lifelong skills and discover different ways to be active for life.

The science department strives to nurture a spirit of inquiry as we guide students in the study of the natural and physical sciences. All courses are laboratory- and/or field-based, emphasizing the process of science in addition to core content knowledge of the disciplines. The history of science and scientific literature capture the implications of science in society, and science courses draw from authentic accounts of scientists’ practice. 
 
The science program begins with physics in ninth grade. In grades 10 through 12, students are expected to take year-long courses in chemistry and biology. Students in 11th and 12th grade, with attention to pre- and co-requisites and appropriate approval, may elect to enroll in Advanced Placement courses in physics, chemistry or biology or choose to engage in a topical science elective courses. 

The upper school visual art program promotes open-mindedness, global thought and personal creative actions. Student-artists experience art through many lenses: hands-on practice, historical inquiry, group critique, museum trips and visiting artist connections. The process of art is the anchor of the upper school curriculum, rather than the visual product.
 
Studio experiences include ceramics, drawing, new media, painting, darkroom and digital photography, printmaking, sculpture and woodworking. Student-artists have access to a darkroom, ceramics lab, raku firing pit, 2-D and 3-D studios, and digital media equipment. Both introductory and advanced level courses are offered. Experienced student-artists and individuals preparing for visual studies at the college level may design an independent study or pursue Advanced Placement studio art. Collectively the visual art courses provide a framework for students to step outside of themselves and be inspired to observe, synthesize, generate and appreciate art.