A framework for learning THE SPENCE SCHOOL 9–12 CURRICULUM GUIDE
THE SPENCE SCHOOL
Mission Statement With a commitment to academic excellence and personal integrity, The Spence School prepares a diverse community of girls and young women for the lifelong transformation of self and the world with purpose, passion and perspective. Philosophy Statement Offering a rigorous, liberal arts study, The Spence School develops high standards and character while creating an environment that fosters self-confidence and the joy of learning. Charging our students to meet the demands of academic excellence and responsible citizenship in a changing world, we teach that diverse points of view fuel inquiry, engagement and deeper understandings of complex truths. We believe in the strength, intellect and vitality of women.
NOT FOR SCHOOL, BUT FOR LIFE
WE LEARN Non scholae sed vitae discimus
Welcome to Spence! I invite you to explore The Spence School’s large and considered educational vista of opportunities, which joins our students’ academic promise with exceptional teachers who have made a profound commitment to educating young minds. Our teachers’ goals are to meet students’ potential with a challenging curriculum that fuels their learning and their growth as scholars and human beings of the highest order. There is great joy in developing a structured and fulfilling curriculum focused on the framework and lens of young girls and young women. Our all-girls’ environment puts importance on self-agency, couples high expectations with open possibilities of academic leadership and embodies what it means to share sisterhood and womanhood in defining our own education. Spence ’s vibrant canvas of teaching and learning is inspired by Clara Spence ’s words, describing learning as an “intellectual and moral adventure.” This infuses our Long Range Plan and sets a strong foundation as we continue to design pedagogy and program to meet all essential ingredients for our students to thrive as engaged citizens in our diverse and changing world. We encourage you to read the Long Range Plan, “ Teaching and Learning at Spence 2025: An Intellectual & Moral Adventure,” on our website. Ultimately, our charge is to prepare our students for the world ahead—ensuring that when they go beyond our Red Doors, they are ready for a vibrant citizenship with purpose, passion and perspective, and we welcome that challenge with open arms. BODIE BRIZENDINE, HEAD OF SCHOOL
GRADES 9–12
UPPER SCHOOL
Academic excellence stands at the center of a Spence education. Our students work with an outstanding faculty possessing high expectations of them and a firm understanding of the challenges of adolescence and unique joys and opportunities of teaching in an all-girls’ environment. Spence subscribes to the idea that its educational environment is the most powerful way for girls to gain and maximize the scholastic voice and leadership skills they will need once they graduate. Through the advisory and the grade-level dean systems, the girls understand how to form authentic relationships with the adults in the School, enabling them to share their knowledge and continue to shape and reshape their thoughts. In Upper School classrooms, we know that teaching our students to engage multiple perspectives is essential to their education. We value that principle and we commit ourselves to it, as exemplified in the School motto, Not for school but for life we learn. Our curriculum is designed to include a variety of voices that open up the classroom to a larger world so that a girl can find herself, her race, her ethnicity and her culture reflected in what she studies. As Spence girls make their way through the Upper School, the work takes on more complex and sophisticated dimensions, and learning becomes much more than an accumulation of facts. The required courses and the choice of electives promote thinking across the disciplines and knowing how to analyze and integrate information, as well as learning how to share, to collaborate with and to teach others. A Spence education is an intellectual journey that is engaging, powerful and purposeful. Equally important are the co-curricular offerings in athletics, and in performing, dramatic and visual arts. Through student organizations, clubs and opportunities for service learning — all integral pieces of a Spence education — as well as athletics and the arts, our students are encouraged to explore and take on roles of leadership. In our co-curricular program, they begin to discover their potential and set out to create their own experiences. At Spence, each girl has an opportunity to achieve her own goals and aspirations.” MICHÈLE KRAUTHAMER, HEAD OF UPPER SCHOOL
GRADES 9–12
COURSE LISTING
ENGLISH AND WORLD LITERATURE
HISTORY
The Upper School English and World Literature curriculum is designed to help students advance their interpretive thinking, analytical reading and writing skills through the study of a variety of texts. These works reflect our evolving definitions of literature, gender, cultural context and writing practice. Major genres, including the novel, short story, poetry, drama and film, are studied in yearlong courses and more exclusively and intensively in semester electives. Students’ work takes a variety of forms, including formal, informal and creative writing, teaching presentations, class drama and film productions and projects.
The History Department fosters in Upper School students an appreciation for the richness of their world by discovering the impact of social, political, geographic, economic and cultural patterns within and across time periods; researching primary sources that present different perspectives on historical events, along with the ideas and debates behind them; and analyzing and synthesizing their sources to produce original research. Our core program continues the global history sequence begun in Middle School and then returns to an in-depth study of United States history. Subsequent electives allow students to investigate more closely topics of particular interest, including those in American and global studies, philosophy, women’s studies and civil rights. Throughout the program, students increase their curiosity, develop their capacity for critical and creative thinking, and expand their openness to new ideas and different ways of experiencing our common humanity.
Yearlong Courses English 9: Home and Away English 10: American Literature Semester Electives African Literature African-American Literature American Immigrant Literature Caribbean Literature Creative Writing The Essay Film Studies The Graphic Novel Indian and South Asian Literature Latin American Literature Literature of the Jewish Diaspora Literature of Indigenous People The Lonely Eye (I) The Literature of China and Japan Sexual Identities Shakespeare Studies in Drama Studies in Middle Eastern and Islamic Literature Studies in Poetry Studies in the Novel Women’s Literature
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Yearlong Courses Global History II: Late Modern World, 9 United States History, 10 Economics (Grade 11 and 12 elective; interdisciplinary with mathematics) Semester Electives (One required each semester of junior year; and students are encouraged to continue their study of history during senior year) African Political Thought American Art History American Cultural History Asian Art History Black American History: Emancipation to the Present Constitutional Law: Civil Rights & Liberties Economics (yearlong) Global Women’s History History of New York City Modern East Asian History Modern Middle East and North Africa Peace, Perception and Power: An Introduction to International Relations
Revolutions in Latin America United States History: 1968–present United States Women’s History
MATHEMATICS
In the universe of numbers, there are truths and falsehoods. Fundamentally, mathematics is the business of figuring out which is which. The goals for our students are to experience the beauty of the discipline, master its essential content, and most of all, develop resilient, flexible and efficient problem-solving skills. Real problems are those to which one doesn’t already know the answer, so solving them requires persistence and ingenuity. Our students learn to experiment, notice patterns, make conjectures, generalize, test with counterexamples, construct convincing arguments, present ideas orally and in writing, use precise structures and language, gauge the reasonableness of answers and critique the arguments of others. Fluency of skills is critical for progress, and skills are learned in meaningful contexts so that each new idea contributes to a coherent big-picture understanding.
In Grades 9 through 11, students follow a sequence of integrated, problem-centered courses, using as primary texts Math 1 through Math 4 published by Phillips Exeter Academy. Courses are integrated because the study of geometry, transformations, vectors, matrices, combinatorics and data analysis are woven throughout the curriculum so that meaningful connections are developed to a core strand of algebraic techniques. Courses are problemcentered because they are designed around carefully constructed sequences of problems where all needed information is embedded in the questions themselves. Class is structured as a seminar where students present problems and discuss their approaches. The teacher helps students evaluate the effectiveness of different strategies and identify key ideas that emerge. In this way, students develop a deep conceptual understanding and gain genuine authority as mathematical thinkers. In Grades 11 and 12, a broad range of elective courses is offered, reflecting the variety of engaging problems and styles of thinking across different fields of higher mathematics.
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REQUIRED COURSES
Yearlong Electives
Yearlong Courses
Advanced Biology, 12 Advanced Psychology, 12 Forensic Science: The Study of Evidence and Crime, 12
Integrated Math 9 Integrated Math 10 Integrated Math 11 Integrated Math 9 through Integrated Math 11 include all material from a traditional Geometry–Algebra II–Precalculus sequence, plus additional topics from discrete mathematics and statistics, covering all of the important and relevant Grades 9–12 topics. See course descriptions on the School’s website for details. MATH ELECTIVES
Semester Electives Advanced Chemistry: Organic chemistry Advanced Chemistry: Applied chemistry Advanced Physics: Classical Mechanics Advanced Physics: Modern Physics Topics in Bioethics, 11–12 Topics in Environmental Ethics
Yearlong Courses
Elective (Three-year)
Calculus, 12 Economics, 12 Game Theory (offered through Interschool) Linear Algebra (may be taken concurrently with Calculus) Multivariable Calculus Problem Solving (offered through Interschool) Statistics, 12
Independent Science Research, 10–12
Semester Electives Graph Theory, 11 or 12
SCIENCE
Our program is designed to give students a solid foundation in science and to provide a link between scientific concepts and their application to real-world situations. We endeavor to cultivate in our students a sense of wonder, curiosity and awe about how much the field of science has given us, as well as the infinite possibilities that lie ahead. We want our students to understand that science is a process of creating and refining models of the world around us. In the Upper School years, students build upon skills they have already begun to develop and explore material with increasing depth and rigor. The questions they formulate about testable phenomena become more sophisticated and nuanced. More advanced equipment appropriate to the level of inquiry is utilized. Students also hone the skill of developing well-supported conclusions in both oral and written form. Critical analysis of data and a healthy dose of skepticism are fostered through class discussions as students explore the breadth of scientific knowledge and its meaning in their lives. Yearlong Courses Physics, 9 Chemistry, 10 Biology, 11
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Independent Science Research (ISR) is a unique opportu-
nity for students to delve deeply into an aspect of science that interests them. Through this three-year elective, students perform actual research and participate in the greater scientific community, working alongside researchers in a laboratory setting. In this experience, students take the lead. In the first year of the program, they work through the challenging process of identifying and securing a mentor with the support and guidance of their teacher. Students spend the next two years conducting original research whereby they will create testable hypotheses, perform experiments, analyze the results and provide conclusions from their work. The students’ success is measured by their passion for their work, their initiative to take on a project independently and their commitment to see a task through to its completion. Many students have had the opportunity to co-author published research with their mentors and used this experience as a launching point for careers in science, medicine and engineering.
COMPUTER SCIENCE AND TECHNOLOGY
Believing in the strength, intellect and vitality of women in computing, the Computer Science Department teaches students how to leverage the power of the computer to implement algorithms for solving problems and engage in creative self-expression. Through the iterative process of design, experimentation and revision, students develop resilience, computational expertise and innovative thinking. We offer a variety of semester-long electives, as well as a sequence of rigorous, yearlong courses in computer science and engineering. Semester Courses Coding with Processing, 9–10 Wearable Technology, 9–10 Web Design & Development, 9–10
SAMPLE SCHEDULE
GRADE 9 8:15 to 9:15
Monday
Tuesday
Wednesday
Thursday
Friday
Integrated Math 9
Physics
Spanish III
Semester 1: Photography Semester 2: Web Design & Dev.
Global History II
9:15 to 9:45
Collaborative / Community Time
9:45 to 10:45
Physics
Latin II: Introduction to Latin
10:50 to 11:50
Global History II: Late Modern World
Semester 1: Photography Semester 2: Web Design & Dev.
11:55 to 12:25
Free Period
Model Congress
12:30 to 1:00
English 9
Lunch
Assembly
Latin II
Spanish III
Cycling
English 9
Free Period
Community Service Club
Advising
Lunch
Lunch
1:05 to 2:05
English 9: Home and Away
Global History II
Integrated Math 9
Physics
Free Period
2:10 to 3:10
Cycling
Spanish III: Intermediate
Physics
Integrated Math 9
Latin II
3:15 to 5:00
Athletic Practices and Games
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Yearlong Electives Computer Science I, 9–12 Computer Science II, 10–12 Advanced Computer Science: Computing Systems, 11–12
MODERN AND CLASSICAL LANGUAGES
The Upper School language program is both a continuation of the Middle School program and an opportunity to begin a new language. All of the modern language classes emphasize the development of listening, speaking, reading and writing skills that lead to effective communication. At the beginning and intermediate levels, our Chinese, French and Spanish classes focus on developing oral proficiency, listening comprehension and a knowledge of grammar appropriate to these levels. In more advanced classes, our modern language students read and discuss longer passages and full-length works in the target language, as well as participate more actively in discussions of contemporary issues. At all levels, there is a focus on the diversity, history and culture of the countries where these languages are spoken.
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Continuing Latin students finish learning all the significant grammar by the end of Latin II. They translate and discuss selections and works by Caesar, Cicero, Pliny, Catullus, Virgil, Horace and Ovid in subsequent years. Greco-Roman mythology, literature and culture are integrated into the curricula at all levels. Students who wish to begin a new language may sign up for introductory Chinese, French, Latin and Spanish. Classes run contingent on enrollment. CHINESE Yearlong Courses Chinese I: Introductory Chinese, level 1, 9–12 Chinese II: Introductory Chinese, level 2, 9–12 Chinese III: Intermediate Chinese, level 1, 9–12 Chinese IV: Intermediate Chinese, level 2, 10–12 Chinese V: Communications in Modern China, level 1, 11–12 Chinese VI: Advanced Chinese: Contemporary China in the Global Community and Its Relations with the US, 11–12
FRENCH Yearlong Courses French I: Introductory French, part 1, 9–11 French II: Introductory French, part 2, 9–12 French III: Intermediate French, 9–12 French IV: Topics in French Literature and Culture, 10–12 French V: Studies in French and Francophonie, 11–12 French VI: Advanced French Literature: Literature and History of Ideas, 12
Painting & Drawing Photography Printmaking Sculpture and 3-D Design Senior Studio The Arts of Africa and the African Diaspora 3-D Design and CAD Yearlong Courses Advanced Art Portfolio
Latin I: Introduction to Latin, part 1, 9–11 Latin II: Introduction to Latin, part 2, 9–12 Latin III: Selected readings from Roman Authors, 9–12 Latin IV: Latin Literature: Gender and Power in Catullus and Cicero, 11–12 Latin V: Latin Literature: Virgil’s Aeneid, 11–12
Art Scholars is a program designed for students who have an exceptional interest in visual art. Students meet twice a week in addition to their required art classes and develop skills and learn about experiences different from those offered in the existing art program. When appropriate, the program facilitates connections to other areas of learning. What is valued most in Art Scholars is the creative journey of each student, including processes and outcomes not traditionally considered fine art.
SPANISH
PERFORMING ARTS
Yearlong Courses
Music
Spanish I: Introductory Spanish, part 1, 9–11 Spanish II: Introductory Spanish, part 2, 9–12 Spanish III: Intermediate Spanish, part 1, 9–12 Spanish IV: Intermediate Spanish, part 2, 10–12 Spanish V: Composition and Conversation, 11–12 Spanish VI: Language and Literature of the Spanish-Speaking World, 11–12
The Upper School music curriculum allows students the chance to further learn about the world of music from diverse historical, theoretical and performance perspectives. Exploring music from various thematic and social perspectives, this class explores global music practices and a wide variety of genres and time periods in New York City. Additional advanced classes in composition and history are offered as single-semester electives in Grades 11 and 12. Students interested in vocal or instrumental performance have the opportunity to join choral and orchestral ensembles and to take private instrumental lessons. Performance opportunities include the winter and spring concerts, orchestra concerts and instrumental musicales.
LATIN Yearlong Courses
VISUAL ARTS “It is a matter of realizing potentialities. It is not a matter of ‘adding to’ but of ‘developing,’ of ‘evolving.’ We contain within ourselves a world of capacities, of possibilities, which the outer world summons forth, speaks to, releases.” — M .C. Richards
Semester electives and discipline-based studios in the Upper School give students the chance to explore specific media in-depth. Throughout the program, emphasis is placed on the visual expression of ideas, the creative value of taking risks and making mistakes, in addition to a vibrant combination of careful planning, visual problemsolving and experimental play. Semester Electives American Art History: 19th Century American Art History: 20th Century Ceramics Ceramic Sculpture Multimedia & Materials
Semester Electives: Global Practices in Music, 9–12 Music in New York City, 9–12 The Complete Musician: Music Theory (Advanced), 9–12 Yearlong Electives: Glee Club, 9–12 Orchestra, 9–12
Drama
Upper School drama classes enable students to follow two paths of study: students who wish to explore drama through the rehearsal process and performances before an audience, and students who want to study the discipline
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SAMPLE SCHEDULE
GRADE 11
8:15 to 9:15
Monday
Tuesday
Wednesday
Thursday
Friday
The Literature of China and Japan
Biology
Spanish V
Free Period
Sculpture and 3-D Design
Chinese II
Spanish V
Cardio Kickboxing
Economics
Junior College Seminar
Glee Club
9:15 to 9:45
Collaborative / Community Time
9:45 to 10:45
Integrated Math 11
Chinese II: Introductory Chinese
10:50 to 11:50
Free Period
Ceramics
Student Council
Free Period
11:55 to 12:25 12:30 to 1:00
Economics
Lunch
Assembly
Advising
Lunch
Lunch
1:05 to 2:05
Economics
Sculpture and 3-D Design
The Literature of China and Japan
Integrated Math 11
Biology
2:10 to 3:10
Biology
Spanish V: Composition and Conversation
Integrated Math 11
The Literature of China and Japan
Chinese II
3:15 to 5:00
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Athletic Practices and Games
but do not wish to perform publicly. Each of these groups will investigate theater as an event, in addition to considering the theater as a historical evolution of social, political and human psychological influences. Working theoretically and practically, students will investigate the elemental components of theatrical expression, the role of the actor, creative leadership in directing, playwriting and the evolution of drama from primitive ritualistic celebrations to what we now define as modern drama. Plays, written materials and the approach to all student engagement in drama exercises will be guided by consideration of global and cultural perspectives, expressive language, themes of the human experience and significance to the Spence community. Students in drama can expect to accomplish most of their work during class time, minimizing homework, with substantial peer review of their progress. Semester Electives Acting 101: Scene Study, 9–12 Advanced Performance Studies, 11–12 Acting Company, 9–12
Dance
Through a historical lens, students research prominent dance choreographers while simultaneously learning the fundamentals of dance composition. By studying examples of legendary dances, students are inspired and directed to create their own dance works. They research and share their creations within the class. The process and structure of the assignments introduces students to the craft of dance-making through teacher-led exploratory and improvisational-based exercises. In class discussions, videos and creative lab work help students develop the vocabulary and skills necessary to choreograph their own work. No prior choreographic experience is necessary. Students bring their own personal movement language and ideas to the table as they learn the fundamental tools of dance composition. Semester Electives Dance Composition: Exploring Self, 9–12 Dance Company, 9–12
Extracurricular Offerings Dance Ensemble, 9–12
Extracurricular Offerings in Performing Arts
PHYSICAL EDUCATION
The physical education program is a curriculum that uses movement as a medium for growth and self-discovery. One of the main objectives of the program is to equip students with the skills and self-confidence to embrace new challenges while providing enjoyable experiences that promote healthy, active and creative lifestyles. The diverse curriculum is designed to develop skills, fitness and a lifetime commitment to wellness. Discussion of issues relating to health, nutrition and exercise permits students to critically analyze their lifestyles and make educated choices for their futures. Yearlong Course Physical Education, 9–12 Semester Electives Cardio Kickboxing Cycling Dance Company/Class Exercise and Nutrition First Aid/CPR Fitness and Conditioning In-Line Skating Indoor Rowing Interscholastic Team Sports Pilates Power Walking Run/Cycle Duathlon Step Aerobics Studio Cycling Urban Fitness Yoga Yogalates Zumba
HEALTH EDUCATION
Building on the knowledge and skills mastered in the Middle School, students explore health on a deeper level and look at the practical application of important theoretical concepts. By utilizing an expanded understanding of the dimensions of health, and by exploring their own personal connections to wellness across all domains, students develop the decision-making skills and critical framework integral to their health and well-being. Semester Courses Upper School Health 9 or 10: Dimensions of Interactional Health
Yearlong Courses Instrumental Lessons, 9–12 Select Choir, 9–12
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UPPER SCHOOL COUNSELING Junior Health Seminar (fall) Sophomore Health Seminar (winter) Senior Transition Seminar (spring) Peer Leadership Program (year)
COLLEGE COUNSELING JUNIOR AND SENIOR SEMINARS Junior College Seminar
This weekly seminar begins in the fall with a discussion of health topics. In January, the focus of the seminar turns to the college process; juniors start to identify their interests and talents and learn how to search for colleges that are a good fit. They will also draft an essay, attend a college fair, discuss interviews and learn about scholarships. In addition to the classes, each junior meets individually with the college counselors at least three times as well as at least one meeting together with her parent(s) to build a list in preparation for college visits, discuss her personal testing plan and identify potential teachers to write recommendations. Senior College Seminar
This weekly seminar meets during the fall term and walks seniors through the college-application process. Topics include writing essays, filling out applications, interviewing, applying for scholarships and financial aid and meeting with college representatives visiting Spence’s campus. In addition, seniors will have unlimited individual meetings with the college counselors, as well as at least one meeting together with their parent(s) early in the fall. LIBRARY PROGRAM
The Spence library supports the intellectual, personal and creative needs of Spence students by providing a comfortable, attractive space for individual and group research and study. The library also provides a diverse collection of print and online resources that support and extend the School’s curriculum. Library staff actively collaborate with classroom faculty on the development and implementation of research projects and prepare online tutorials and research guides intended to support students as they research independently. Library staff members regularly consult with students one-on-one to provide research guidance.
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By providing access to information in many formats, the library provides a solid research base for the students. In addition, the library works with students to develop successful research skills that encourage intellectual curiosity and a lifelong love of reading. RESOURCE DEPARTMENT
In the Upper School, Learning Specialists collaborate with faculty to support student learning and promote teaching strategies that benefit a range of learning styles. They also offer support sessions for students with documented learning differences, and students who demonstrate a need for additional support, including writing, reading comprehension or the development of executive functioning (organization, time management, planning and execution). Upper School Learning Specialists also teach Academic Workshop, which is offered during Collaborative. This workshop is open to all Upper School students who wish to join and focuses on a specific study strategy or organizational skill each week. The goal of all Resource Department work is to help students better understand their unique learning profiles and learn how to confidently advocate for themselves at Spence and beyond.
PROGRAMS FOR FURTHER STUDY The Interschool Program
The eight schools that make up the Interschool consortium are Brearley, Browning, Chapin, Collegiate, Dalton, Nightingale-Bamford, Spence and Trinity. The Interschool Program sponsors events for Middle and Upper School students in participating schools, including accelerated math classes, choral festivals, poetry readings, theatrical productions, a sophomore retreat and meetings for student leaders. The Interschool Leadership Fellows Program
The Spence-hosted Interschool Leadership Fellows program brings together a select group of juniors who are interested in spending two years exploring leadership and building substantive connections between their schools and the community. Students collaborate with a cohort of talented peers and community leaders as they learn about leadership theory, hone their own leadership skills and develop projects that will serve their community.
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Overseas and Domestic Study Programs
Spence offers domestic and abroad study programs to Upper School students. These programs provide students with a wider range of experience in learning and the opportunity to meet and work with students from other schools. A student may choose to attend one study program in the course of her years at Spence. Programs in the United States
Spence juniors may elect to apply to spend one term at the High Mountain Institute, Maine Coast Semester at Chewonki or The Mountain School. Applications for the programs are available in the winter of sophomore year. In these programs, Grade 11 students from schools all over the country have the opportunity to pursue their studies in a significantly different living and learning environment. Juniors may attend these co-ed programs, compatible with Spence’s curriculum, in either the fall or spring semester. High Mountain Institute High Mountain Institute, near Leadville, CO, is a semester program that focuses on wilderness education and
14  Upper School: Grades 9–12
leadership within the context of a traditional junior-year curriculum. Students participate in three wilderness excursions that challenge them to learn about their environment and themselves. Maine Coast Semester at Chewonki The Maine Coast Semester at Chewonki, located on the Chewonki peninsula in Maine, emphasizes a challenging academic program enriched by the experience of farm chores and environmental studies while also staying grounded in its commitment to community-building. The Mountain School The Mountain School (affiliated with Milton Academy) is housed on a 300-acre farm in Vershire, VT. Students are expected to join in the daily farm chores while pursuing academic studies that emphasize environmental consciousness. Programs Abroad
The study abroad program is designed to give students the opportunity to experience another culture and to improve their proficiency in a foreign language. The Modern and Classical Languages Department encourages study abroad
and works with third-party organizations to support students with their academic programs in other countries. School Year Abroad (SYA) School Year Abroad sponsors yearlong programs in China, France, Italy and Spain and is open to students in Grades 11 and 12 who are enrolled in a language at Spence that is taught at the school abroad. Sponsored by a consortium of top independent schools, SYA accepts students from public and private schools across the United States. Exchanges In some years, Spence will engage in exchanges with schools abroad. Spence students travel to the exchange school typically during spring break to experience the culture of a different school and country. In return, families at Spence host students from the exchange school for up to two weeks while Spence is in session. EXTRACURRICULAR ACTIVITIES
Spence is committed to offering students varied opportunities for extracurricular participation. The School believes that participation in extracurricular activities enables students to develop talents that may find little expression in the classroom. Extracurricular activities often require collaboration between students, rendering the process of involvement as important as the finished product. Because Spence is a small school with a cohesive community, many students have the opportunity to assume a leadership position in an organization or club by the time they graduate. In Upper School, students assume the primary responsibility for leadership under the supervision of the Dean of Student Life and Leadership. Club offerings vary from year to year depending on student interest; not all of the activities listed below will be active in a given year. Student Organizations Booster Squad Community Service Debate Club Fingerprints Leadership Through History Mock Trial Model Congress Model United Nations Red Door *spark Spence Multicultural Awareness Coalition (SMAC) Student Council The Voice (the Upper School newspaper)
Triple Trio Upper School Tutors Yearbook Clubs Afro-Latina Alliance at Spence (ALAS) Amnesty International Asian Focus Chess Club Choreography Club Classics Club Current Events Environmental Club eVoice Gender Sexuality Alliance (GSA) Girls Who Code Hospital Outreach Club Jewish Culture Club LETS (Let’s Erase the Stigma) Microfinance Club Nerdina / Young Innovator’s Club Science Bowl Sci-Pi Shakespeare Club Spence Initiatives for Diversity (SID) Spence Supports UNICEF Stock Market Club Spence Women’s Action Network (SWAN) Young Sages More extracurricular activities may be found under Performing Arts.
Student Council
The Upper School Student Council is composed of two elected representatives and a president from each grade, as well as a club president from the senior class, a vice president from the junior class and a treasurer/secretary. The council meets twice a week, and the president meets weekly with the Dean of Student Life and Leadership. In addition to acting as the liaison between the Upper School student body and the administration, the council sponsors fundraising events and a variety of activities to promote school spirit. OUTREACH AND PUBLIC PURPOSE
The Spence School has an enduring tradition of outreach into the community. In her 1910 Commencement address, Clara Spence said, “We are only parts of the whole, and it is only when the separate self loses itself and the great self is recognized as that for the sake of which we are living in the world, that happiness and service are possible.”
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Now, so many years later, community outreach happens daily through small efforts and large, teaching important lessons about the needs of others and encouraging an awareness of the world outside the School. At Spence, the Director of Outreach and Public Purpose facilitates these efforts with the Service Team by developing and managing K–12 opportunities for community service, primarily in New York City. The K–12 curriculum is anchored by shared understandings, such as “service is a reciprocal relationship” that our students unpack and explore in each division. Through sustaining partnerships through all three divisions with neighbor organizations, our students develop their understanding of how they can impact their community as they grow through our School. Partnerships with local nonprofit organizations, such as our Grade 2 coding camp for girls with Harlem Children’s Zone, allow us to use our resources to mutually benefit those in and outside of our School. When we collaborate with partners, we always end up with a program that is stronger than it would be without the partnership. In the Upper School, students take the lead on their service initiatives. Beginning in Grade 9, our students research issues in NYC and eventually select an organization with which to partner for the next four years. With maturity comes more opportunity for individual service projects through our Step Up Step Out program. Some lasting projects that students have built include an afterschool tutoring program at Harlem Academy and a companionship program for the elderly through DOROT. Rather than community service being a requirement for graduation, Spence students develop an instilled desire to help the world inside and outside of school. Virtually all students participate in some form of community service, and many volunteer their time and skills to more than one cause. Our students know that community outreach is a vital part of their experience. It is woven into the fabric of the School itself; it is simply what we do. UPPER SCHOOL ATHLETICS
The Upper School athletics experience prepares participants for the rigors of league play in the Athletic Association of Independent Schools of NYC (AAIS) and championship competitions through the New York State Association of Independent Schools Athletic Association (NYSAISAA). The program cultivates leadership, commitment, competitiveness, time management and personal sacrifice, and it recognizes the unique contributions of each individual.
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Selection to an athletic team and playing time is based upon skill proficiency and the demonstrated ability to implement team strategy. Cuts are made, and sports include a varsity and junior varsity subdivision when possible. All teams are a five-day-a-week commitment. Student-athlete attendance at all preseason and in-season practices, as well as games, is required. ATHLETIC TEAMS
Fall Varsity Cross Country Varsity Field Hockey Varsity Soccer JV Volleyball Varsity Volleyball Winter Fencing (Interschool) JV Basketball Varsity Basketball Varsity Indoor Track Varsity Squash Varsity Swimming Spring Varsity Badminton Varsity Lacrosse Varsity Softball Varsity Tennis Varsity Track and Field
CAPTAINS’ COALITION
The Captains’ Coalition is a cooperative leadership initiative designed to provide team captains with valuable experience in working together. Throughout the year, students collaborate on community service initiatives as well as leadership modeling and creative problem-solving. All Upper School team captains participate in this program for the entire school year. The coalition’s mission is for the group to share, support and learn from one another through peer mentorship and to develop a spirit of cohesion and achievement. NOTE For additional details on offerings and comprehensive course descriptions, including information on service learning and diversity in the curriculum as well as Interschool collaborative programs, please visit www.spenceschool.org.
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22 East 91st Street New York, NY 10128 212-289-5940 www.spenceschool.org