Upper School Curriculum

~ Experience and Responsibility

Combined to Guide You Along the Road to Maturity ~

In 2004, the Middle School and High School were combined to form the Upper School. This was done in order to offer the students a greater variety of courses and social possibilities. Students are grouped according to their individual skill level, age and interests. The multi-aged groupings naturally challenge each student to grow with their peers. The flexible groupings also help to avoid any judgment from peers. Each student knows that every student has different strengths and different needs. They are all used to having students of various ages in class with them. Sometimes they are older than most of the students, other times they are younger than everyone in the room. By providing a highly flexible curriculum, each student can have a significant influence on their overall experience at Randolph School.

Curriculum Overview

Continuing the Randolph School tradition of providing an integrated alternative to the more traditional school experience, we now include eleven to eighteen year-olds in our student body. A small group size facilitates the individualized learning, social development, and group-building that are critical components of our Randolph School education for adolescents. These students, together with their teachers and parents, design individualized learning plans, plan how to meet their learning goals, and take on an increasingly challenging academic program. Class work is a mixture of mandatory classes and topics chosen by individual students. At the same time, they participate in an intellectually rigorous ongoing process of self-evaluation. Students create portfolios, in which they document and reflect on their learning, providing a tool for authentically assessing their work. Seniors need to present their learning to the community in an exhibition that highlights their work and their interactions with mentors and the community. Our Upper School students focus on developing their skills as learners, thinkers, and community members.

The integration of the social and academic curriculum is the cornerstone of a Randolph School experience. In a safe and supportive environment, students are able to build the trusting relationships with peers and teachers that promote their emotional growth. Students become independent learners driven by their excitement with the learning process and develop skills that help them learn how to learn. The Upper School program is one designed to engage adolescents more actively with the wider community, while gaining a deeper understanding of themselves and the unique strengths they bring to the world.

Working Together

Curricular Program Description

Humanities – Courses and course content include the courses generally considered to be English, history or social studies: English, creative writing, sociology, cultural anthropology, history and philosophy. Humanities curriculum content generally consists of thematically oriented units of study and is often project-based. Curriculum focuses on critical thinking, specific reading skills, expository writing, organizational skills, grammatical knowledge, creative thought, self-reflection, logical reasoning skills, and objective examination of historical and cultural material. Students participate in Humanities classes and projects for at least 360 minutes per week. Each student is expected to take Humanities each year.

Math – Work is based on theoretical, abstract learning and real-world problem solving. Students develop skills in computation, abstract reasoning, problem solving and logic. Individual courses are offered in pre-algebra, algebra, geometry, pre-calculus and “real world math.” Classes meet for between 200 and 270 minutes per week. Students are expected to take a math course in every year.

Math Class

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Sciences – The emphasis in our science program is on scientific thinking and hands-on learning through experimentation and work in the local environment. Scientific process is a key element of the curriculum, as is direct contact with experimental situations and a diverse set of biological, environmental and chemical materials and equipment. Courses and curricula focus on earth science, biology, chemistry, physics, health, geology, permaculture, environmental science, agriculture, and astronomy. The work generally consists of thematically oriented units of study and is often project-based. Classes meet for at least 180 minutes per week and up to 300 minutes. Students are expected to take a science course in every year.

Arts – Our Arts program consists of fine arts, music, performing arts, and media arts. Fine arts includes an art history overview, practices in painting, drawing, printmaking, sculpture, mixed media, and crafts, and is often connected to work in other subject areas. The music curriculum includes critical listening, sight-reading, basics of music theory, performance, group playing situations, composing, electronic composing and recording, and instrument building. The theater arts curriculum includes acting, dance, set building, performance, choreography costume making, and puppetry. The media arts curriculum includes digital photography, Power Point presentations, digital manipulation, filmmaking and editing. Classes meet for 120 minutes per week on a rotating basis. Students are expected to take art every year.

Making a Movie

Languages – Our language program includes examination of cultural traditions, spoken language and grammatical skills, through hands-on activities, practice, use of media, and in-class discussion. Spanish and American Sign Language (ASL) are offered. Classes meet for 120 minutes per week. Students are expected to take a language course in every year.

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Outdoors time and physical education – Our program in physical education is based on primarily individualized activities with a few team activities to promote teamwork and cooperation. Our goal is to create lifetime involvement with physical activity and to expose children to a large range of experiences. Yoga, skiing, soccer, tennis, cross-country running, Ultimate Frisbee, hiking, stone wall building, and carpentry are offered. Students are expected to participate in physical education experiences every year.

Special Topics Seminars – Special Topic Seminars are 6-10 week intensive studies of specific topics, which often integrate literature, history, science, philosophy, and current events. Past examples include: Physics and A Brief History of Time, Alternative Energies: An Investigation of Physics, Philosophy and Ethics, Story Structure and the Graphic Novel, Global Environmental Problems, Music Appreciation and Analysis, Computer Programming, Painting, Printmaking, Chorus, Musical Groups, Comparative Religions, Bio-Diesel, Critical Film Viewing, Instrument Making, The Plays of Shakespeare. Classes generally meet 150 minutes per week. Students are expected to take Special Topics Seminars in every year.

Ohkwari sailing on the Hudson River.

Circle Meeting – Daily meetings promote social development, through discussions of current events, journaling, health and safety discussions, independent reading, and organizational planning. Every student participates in Circle, which meets 30 minutes per day.

Project Weeks – Project weeks are multi-age opportunities to focus intensively on one collaborative group project or skill-building activity. These are scheduled two or three times per year.

Trever and Maureen working together.

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Independent Projects and Internships – Students explore their interests, pursue their passions, and strengthen their social skills through project-work (individual and group) and through working with mentors in community businesses or organizations. Students prepare notes or scripts for interviews prior to making telephone calls to set up interview appointments. Students then conduct Shadow Days and begin working and learning through an internship of their choice. Students are required to write detailed accounts of what they learn from the internship experience and to compose thank you notes to their mentors. Our students have worked with the Rivers and Estuaries Center, WVKR radio, The Bardavon Opera House, a local machine shop, and Hudson Beach Glass glassblowers. Students are responsible for completing at least one independent project every year. They participate in internships during their junior and senior years, or as appropriate.

Reflection, assessment, documentation, and exhibition - Reflection journals, verbal and written self-assessments, digital portfolios, systems for documenting and organizing work, presentations of work and learning (to peers, parents, teachers, community members)

Seining in the Hudson River

Extracurricular Program Description

The school offers programs in filmmaking, music, cooking, environmental work, role-playing games, music, acting, dancing, yearbook, skiing, boat building, trail clearing, work opportunities, Ultimate Frisbee, and school dances. Most community service opportunities happen as part of the internships, or consist of students volunteering within the school community (such as reading aloud to younger children once a week).

Jacob and Avery with one of the puppets made for our River Show.

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Costa Rica Trip - Information & Photographs

List of schools and colleges attended by Randolph Alumni