New Canaan Country School ~ Upper School

Philosophy & Program

Philosophy

The Upper School: Grades Seven through Nine

While NCCS prepares students for the most demanding secondary schools, both public and private, the emphasis of the Upper School curriculum is upon the development of all students’ potential. NCCS strives to provide students with the fundamental skills and the genuine curiosity to further their own intellectual, creative, and moral growth.

While classes become increasingly departmentalized in the Upper School, all students have daily contact with their advisor, who is also one of their academic teachers. Parent conferences with the advisor are scheduled in October and April. Extensive narrative reports on the student’s progress in all subjects are issued three times a year. Formal letter grades on report cards begin in the second semester of seventh grade.

To learn more about the unique academic program, leadership opportunities, and expanded studies trips available during the culminating year at Country School, visit the Ninth Grade Year.

Blogs

Civil Rights Trip (2011)

Mr. McDonough's World Cultures Class

Mrs. Post's History Class

Creative Arts

Science Department

English

The Upper School English program is designed to cultivate an appreciation of good literature. Through reading, analysis, discussion, and writing about what they read, students are given a broad exposure to the best of classic and contemporary literature. At all grade levels, the emphasis is upon reading comprehension, literary interpretation, vocabulary development, command of formal grammatical structures, and the development of effective expository and creative writing skills. Students learn to plan, write, review, edit, and critique their writing. While classroom texts vary somewhat from year to year, the following is a representative sample from each grade level:

Social Studies

Throughout Upper School, the study of history is interwoven with geography. While students acquire a considerable body of historical and geographical information, the emphasis of the program is on the development of concepts. Students are challenged to use their analytical abilities through reading, role-playing, discussing, collaborating, and debating. Research skills, note taking, outlining, map making, use of technology, and synthesizing information are developed with increasing sophistication as students progress through Upper School. They undertake a number of research projects along the way, including appropriate use of the Internet. Where possible, readings in literature are related to the topics being studied in history. In addition, students at all grade levels discuss current events.

In the seventh grade, all students take a survey course in United States history beginning in the seventeenth century. The basic seventh grade history texts are The American Nation by Davidson and Stoff and Comprehensive United States History by Roberts and Franklin; these are supplemented with visual aids from PBS, History Channel etc. A variety of research projects are conducted throughout the year.

In the eighth grade, all students take World Cultures, a course which studies the peoples who inhabit different parts of the globe. Students identify and examine the following major geographic regions: Africa, the Middle East, South Asia, and East Asia. Their study includes geography, history, economics, politics, religion, social institutions, education, and the arts. The principal textbook is World Cultures: A Global Mosaic by Iftikhar Ahmad (published by Prentice Hall). The course culminates in a major research project dealing with social, health, and environmental issues, which are presented and discussed at a student-run World Congress.

The focus of the ninth grade history course is on 20^th century issues of equality, civil rights, and the use and abuse of power. The year begins with a study of World War II, showing the United States coming of age as a super power in the modern world. Studies of the Holocaust and the civil rights movement follow. Next comes a study of the U.S. Constitution, our federal system of government and our political system. Our study of the Bill of Rights takes us to some landmark Supreme Court decisions, which students research and present to their classmates. Individually, in small groups, or in class discussion, the course encourages students to use evidence (including primary sources) to form hypotheses, to debate both sides of an issue, to explore ideas, and to consider alternative answers to human problems involved in power relationships and conflicts. Materials include Wolfson, Civics for Today; Dierenfeld, The Civil Rights Movement; Beals, Warriors Don’t Cry; Wiesel, Night; Friedman, The Other Victims; Facing History and Ourselves Resource Book; primary sources on World War II, the Holocaust and the civil rights movement.

Mathematics

The goal of the Upper School mathematics program is to give all students a thorough background in the arithmetical and algebraic fundamentals that are essential to the understanding of higher mathematics in secondary school. At all grade levels, the program aims for a judicious balance among the following: the mastery of computational skills, the development of reasoning skills, and the application of problem-solving methodologies. Computer technology is utilized in math classes where appropriate. Students become proficient in the use of calculators.

Specifically, all NCCS students graduate with a mastery of a rigorous Algebra I course, which includes graphing quadratic functions and relations, trigonometry of the right angle, introductory symbolic logic, and a firm grasp of the basic principles of probability, statistics, and combinatorics. Most students are able to accomplish this by the end of their eighth grade year and move on to a full year of geometry during ninth grade. There is an honors geometry course offered to students who are ready for an advanced class.

World Languages

Foreign language classes establish a cooperative learning environment for students, who frequently work in groups to practice communicating with one another. The curriculum provides a balanced focus on listening, speaking, reading, and writing skills. Upon entering the Upper School, seventh grade students elect to continue with Spanish or to start French, Latin, or Mandarin, which they will continue through ninth grade. In seventh and eighth grades, French and Spanish are taught increasingly in the target languages. In the ninth grade, teachers use the target language almost exclusively. Most graduating ninth grade students will have earned two years of secondary school language credit.

Science

The seventh grade science program is project-based, with each major unit having a research component and a final presentation. Cooperative learning is stressed. The first trimester is devoted to Life Sciences. Students begin with a study of the three domains, taking closer looks at bacteria, viruses, infectious diseases and protists. In the second trimester, students learn about natural resources, energy and environmental issues. These studies culminate in a series of environmental debates. The last term of the year brings together the life and earth sciences in a unit devoted to Long Island Sound; its biodiversity and sustainability are explored through place-based experiences.

Technology & Media Literacy

Technology is well-integrated into the curriculum of the Upper School, and students are encouraged to use technology in all academic areas. Students regularly access the Internet for research, and word processing is required for most written work. Internet safety is emphasized, and issues of attribution and plagiarism are discussed regularly. There are classroom desktop and laptop computers available for student use at the school, and many students choose to bring their personal laptops to class. The Upper School has wireless technology available to all its students.

Library

Upper School students also utilize the Schlesinger Library on an ad hoc basis for both research and recreational reading. This library which serves both the Middle and Upper Schools houses over 14,000 volumes in its collection, and incorporates a work center, a media lab, and a comfortable reading room. Students have access to various software packages including Word, Power Point, Excel and Inspiration. Students also have access to projection equipment, digital cameras, and digital music recording equipment.

Creative Arts

Music

In the Upper School, seventh grade students have general music once a week. Studies include aspects of American music from the Puritans’ psalms and hymns and early African-American spirituals to contemporary music in all its forms. Additionally, students are exposed to patriotic music, folk songs from many different periods of history, as well as jazz, rock, and musical theater. All eighth graders choose either chorus or orchestra, and they study music from around the world in conjunction with their World Cultures course, including music from Africa, the Middle East, China, Japan, and South America. European symphonic music from the late nineteenth century, which reflects a spirit of nationalism, is also presented. In ninth grade, students may choose an elective music course, which meets twice a week. The subjects offered may include a cappella singing, ethnic drumming, and music technology. As in the Middle School, there is exposure to reading, listening to, and performing music in the music classroom. Upper School musicians perform at numerous concerts both in and out of school during the course of the year.

Visual Art & Art Electives

All Upper School students have visual art twice weekly. Seventh and eighth graders continue to study a variety of techniques and processes in the art studio. Lessons at this level are also correlated with academic studies whenever possible. For example, eighth graders study the art of various world cultures during their World Cultures course. Ninth graders choose from two semesters of various art electives including ceramics, drawing, painting, printmaking, sculpture, music production, filmmaking, computer music, and woodshop.

Drama

In the Upper School, drama is available as an option for seventh, eighth, and ninth graders in lieu of sports. All Upper School students may opt out of sports for one season each year to participate in drama productions. Each of the three trimesters concludes with a public performance for NCCS students and parents. Additionally, most eighth graders take a one trimester course, focusing on presentation skills, improvisation, and character development.

Athletics

Upper School sports are team-based and offer all students the opportunity to participate in a competitive interscholastic program. Many factors go into determining team rosters, including ability, maturity, safety, and numbers. Eighth and ninth graders generally play on varsity teams; seventh and eighth graders generally play on junior varsity teams. Practices and games focus on skill development, teamwork, respect for others, respect for the game, and taking pride in one’s efforts. Winning is secondary to fair play. Because athletics is a required part of the school day for all students, NCCS expects a student’s team commitment to take precedence over outside activities. All Upper School students may opt out of sports for one season each year to participate in drama productions. Ninth graders may also take one season off to do community service here at NCCS.
Fall Season: soccer (boys/girls), field hockey (girls), volleyball (girls), football(boys), cross country (boys/girls)
Winter Season: ice hockey (boys/girls), fitness (boys/girls), basketball (boys/girls)
Spring Season: lacrosse (boys/girls), baseball (boys), softball (girls), cross country(boys/girls)

Life Skills

In seventh grade, students meet once a week for Life Skills. They discuss a variety of topics including issues of identity, friendship, self-respect, communication, and respect for those of different races, genders, and sexual orientations. Other topics include managing stress, human sexuality, drug and tobacco use, alcohol, and other health issues.

Eighth graders also meet weekly for Life Skills. They discuss and reflect on values, relationships, friendships, dating, harassment, conflict resolution, popularity, and prejudice. Students also work on specific topics such as nutrition and eating disorders, as well as decision making about alcohol, sex, and drugs.

Both eighth and ninth graders meet annually with representatives from Freedom from Chemical Dependency (FCD) and other outside experts on a range of adolescent topics. Eighth graders also participate in a week-long field trip in the spring that focuses on leadership.

Ninth grade students start their year with the Outdoor Action Trip, where they come together as a class and set goals for the year. They then meet weekly in Life Skills classes to discuss the rights and responsibilities of leadership. This class also examines the effects of pressure in their lives: they discuss time management, over-programming, setting and achieving goals, drug and alcohol issues, sexuality, and eating disorders.

Upper School Trips

In the spring, one week of school is dedicated to field trips at each grade level. Seventh grade students travel to sites relevant to their curriculum. Eighth graders retreat to upstate New York and take part in a week long leadership seminar. In ninth grade, students participate in “expanded studies” courses which culminate in field trips to places like Canada, Mexico, Washington, D.C., and the Deep South of the United States. To read about the Civil Rights trip, visit the student blog.

Beyond the Classroom

While the years a student may spend at NCCS cover a large developmental span, the school maintains a consistency of approach that is grounded in its mission. In addition to an experienced, professional faculty, there are apprentices in each classroom from Kindergarten to sixth grade, who provide added individual attention to children. Student Services teachers support individuals and small groups in reading, writing, and mathematics. A part-time language specialist joins a part-time school psychologist at the school: they work with both teachers and parents to maximize our students’ potential. And at the end of a student’s journey at NCCS, there is a Director of Placement to assist families in planning for the transition to secondary school. Although the primary focus of the school is on the students, NCCS takes seriously its commitment to support “partnership” with families.