The Upper School Program

The Upper School offers a rich and comprehensive program that provides students with the necessary knowledge and skills to thrive in their next school environment. A faculty advisor, who works closely with students and their families, guides the student’s academic, social, and personal development.

Advisory Program

Students learn best when they feel confident physically, intellectually, emotionally and socially.  In the Upper School Advisory Program students learn skills for healthy decision-making, communication, problem solving and conflict resolution.  As students become more competent in these skill areas, they grow in their overall understanding of themselves and are better able to set goals and manage challenging tasks with confidence.  Developing competency in these skill areas helps our students become more self-aware and self-directed in their life in and outside of school. See the Advisory Program's 2007-2008 schedules for Grades 6, 7, and 8.

English

In the Upper School English program, students experience a range of rich reading and writing opportunities and they develop an appreciation for the integral relationship between reading and writing. Students explore and discuss novels, short stories, poetry, and plays. Through class discussions, Socratic seminars, literature groups and character simulations, students step into the lives of characters and strengthen their analytical skills. In writing workshop, students write creative and expository compositions. While learning about their process and style, they develop a host of related language skills.

History

The Upper School history curriculum builds a foundation of skills in areas such as analytical writing, oral presentation and debate, dialogue, note taking, and research.  These skills are used to complement an emphasis upon "critical thinking", in which students investigate and reflect upon different perspectives in the study of various times and cultures.

Humanities  (Grade Nine)

Students are immersed in an interdisciplinary course where they explore the world of history through the traditional medium of primary and secondary sources and also through literature. Within the course, students focus on the role of the individual and his or her place in the larger community. The theme of identity is examined in depth.

Mathematics

The math curriculum is designed to teach students to be mathematically literate in a world dependent on creative thought and technology to solve today’s problems. Students work individually and in groups placing emphasis on problem solving, reasoning and communication skills.  Math skills are expanded to real world situations with the expectation that students will be able to think beyond a given problem and make mathematics a useful tool in their lives. Topics move from concrete number facts to abstract algebraic theories and applications. The graphing calculator is introduced in 7th grade and used regularly as a teaching tool.
 

Science

As in the Middle School, students use their class time to complete hands-on activities. Through experiments, they develop concepts with the aid of carefully directed questions. Emphasis is placed on analyzing experimental data and applying conclusions to everyday situations. Students are taught to work independently in the setup, safe manipulation, and maintenance of equipment in performing relevant experiments. At all levels, technology is used as an additional learning tool.

French/Spanish

The foreign language program in the Upper School offers introductory, first, and second level courses in French and Spanish. Each student selects a language upon entering grade six and continues the study of that language through grade eight. In grade nine, students may choose either to continue with French or Spanish or to pursue Latin.  The primary focus of the curriculum is oral proficiency. Active involvement in listening and speaking activities is expected of all students. Emphasis on writing and reading skills gradually increases through the sequence of courses. Spanish and French are taught in a cultural context as often as possible.  Cultural sensitivity is an essential aspect of appreciating and understanding all languages and the people who speak them.

Latin

The Latin curriculum is designed to provide students with the strongest possible start on the path to reading and appreciating in original Latin the great works of the authors and poets of ancient Rome.  The ability to read and appreciate classical Roman literature in original Latin is predicated upon a student’s mastery of Latin grammar.  Lessons in Latin grammar are the primary focus of the curriculum. Special care is taken to develop reading and translation skills.  Ancient Roman culture is emphasized. A consideration and respect for the customs, beliefs, society, times and place of the ancient Romans broadens the students’ minds, and is essential to a fuller appreciation and understanding of the language and author being read.

Art

The Upper School studio arts curriculum provides a supportive group environment in which students can grow in self-confidence, creative daring, and technical ability. The program develops an in-depth understanding of basic art concepts and emphasizes quality of individual pieces rather than quantity. Students are exposed to painting, sculpture, drawing, charcoal, collage, and media technology.  Photography is introduced in grades 8 and 9. Each May, students participate and display their work in an all-school art show.

Music

Building upon and expanding the basic musical skills taught in the Lower and Middle Schools, the Upper School program fosters further understanding and appreciation of music through choral and musical rehearsals and through the study of musical history. Whether finding intellectual challenge in the study of music or discovering the joy of making music, the program provides students with unique opportunities for developing their skills and confidence.

Drama

In the dramatic arts program, students create, interpret, and perform short improvisational pieces, scripted scenes, and longer dramatic works using critical and reflective thinking.  Students are encouraged to explore how pieces are developed in order to understand the aesthetic whole. The process of creating dramatic pieces, rather than the performance or end product, is the valued element of the students’ shared journey of dramatic discovery.
 

Meeting Academic Deadlines

Any student who is having difficulty meeting academic deadlines for assigned work will be placed in a “supervised study” after school.  At this time the team leader, in conjunction with the advisor, will explore why the student is experiencing difficulty and create a plan to help them remedy this behavior.  They will not participate in after-school Pike activities on that day.

Physical Education

The Upper School physical education program seeks to develop the whole child. The program offers a diversity of team and individual activities as well as cooperative games. During the Upper School years, students might participate in soccer, speedball, ultimate Frisbee, capture the flag, basketball, volleyball, wrestling, floor hockey, softball, flag football, lacrosse, track and field, pickleball and Project Adventure activities. The goal of the curriculum is to develop versatile movers with the confidence to learn new skills and the desire to engage in physical pursuits on a life-long basis.

Interscholastic Athletics

After-school athletics are open to any Upper School student. Soccer (boys and girls), field hockey (girls), and cross-country running (coed) are offered in the fall; basketball (boys and girls) and ice hockey (boys and girls) are offered in the winter; lacrosse (boys and girls), baseball (boys), softball (girls) and tennis (coed) and track (coed) are offered in the spring. Varsity teams generally play a twelve game schedule and junior varsity teams play six or seven games per season. The coaching staff emphasizes sportsmanship, teamwork and a sense of fair play.

Library Program

 

Upper School Grading Policy

The Upper School uses a letter grading system that follows the scale below:

Grade	Numeric Equivalent	Points
A+	100 - 97	12
A	96 – 93	11
A-	92 – 90	10
B+	89 – 87	9
B	86 – 83	8
B-	82 – 80	7
C+	79 – 77	6
C	76 – 73	5
C-	72 – 70	4
D+	69 – 67	3
D	66 – 63	2
D-	62 – 60	1
F	59 or below	0

Honor Roll

The academic honor roll will be completed at the end of each term.  The requirements for achieving the honor roll are as follows:

High Honors: An average of at least A- (10) with no grade lower than a B. Honors: An average of B- (7) or better, with no grade lower than C and not more than one grade lower than B-. Please note: Averages are not rounded up.
 

Academic Awards

At Closing Exercises the following Academic Awards are presented to Upper School students:

Head of School Award: This award is presented to the eighth or ninth grade student who has exhibited unusual qualities of leadership in non-academic affairs while setting a high standard of scholarship. The 2007 recipients were Claire Harmange and Sarah Onorato.


A. Daniel Phelan Award: Awarded to a member of the eighth or ninth grade who has displayed the qualities which characterized Dan Phelan, a Pike teacher from 1990 – 1996:  meeting life’s experiences with a positive spirit and good humor, thereby becoming an inspiration to all of us. The 2007 recipient was Jose Bedoya.


Nicholas Grieco Prize: This award honors one of Pike’s most generous, loyal families, who played an important role in creating this campus and who continue to be involved in the school. This prize is given to the ninth grade student who has achieved notable academic improvement and personal growth at Pike, and who has been a positive influence on his or her fellow students.  The 2007 recipients were Thomas Kramer, Alexander Letwin, Max Lindauer, and Vinay Rajur.


Alumni Prize: This prize was established to honor alumni of The Pike School.  It is awarded to the student of the eighth grade who has achieved notable academic improvement, has demonstrated that he or she can assume responsibility, and has displayed friendliness toward the faculty and his or her fellow students.  The 2007 recipient was Alexander Gacek.


Margaret J. Little Award: Margaret Little taught English at Pike and became the second head of our school. This award honors her and the eighth or ninth grade student best exemplifying the spirit of The Pike School: Integrity, Generosity, Thoughtfulness.  The 2007 recipient was Nathan Elkin.


David A. Frothingham Award for Community Service:  Established in 1994 to honor departing Headmaster David Frothingham, this award is presented to the eighth or ninth grade student who has contributed with distinction to the betterment of the school and/or the community.   The 2007 recipient was Jack Hartigan.

Student Awards

At the Upper School Evening of Recognition the following academic prizes and athletic awards are presented to Upper School students.

John Hopkins Award: John Hopkins taught and coached sports at Pike with great dedication for eighteen years. This award honors him and seventh grade students who have shown extraordinary commitment to Pike athletics and who have been the ultimate team players. The 2007 recipients were Max McGillivray and Shannon Reilly.


Sally Bullard Award: Sally Bullard was a member of Pike’s physical education department for many years. This award recognizes the spirit that she encouraged in her students.  It is awarded to sixth grade students for whom respect for others is a way of life, who have an unfailing regard for opponents, as well as teammates, and who participate in sport for the love of it . . . to the sound of cheering within.  The 2007 recipients were Joseph Fennessy and Hanna Whirty.

Kerri Kattar Award: Established in memory of Kerri Kattar, a Pike graduate, this award reminds us of her great love for, and excellence in athletics. It is awarded to students who best exemplify Kerri’s athletic ability and personal characteristics: involvement in sports, enthusiasm, and assertiveness, meeting the athletic challenges posed by opponents and team competition.  The 2007 recipients were Alexander Gacek and Summer Washburn.

The Boys and Girls' Athletic Awards: Awarded to 8th or 9th grade boys and girls who best exemplify outstanding sportsmanship. The 2007 recipients were Zander Buttress, Andres Burbank-Crump, and Jamie Newsome.

Alice L. Jablonski Science Prize: Alice Jablonski retired as Head of Upper School in 1986 after 18 years of dedicated service.  This award celebrates her first love - science.  She came to Pike as a science teacher and headed the department for many years. It is awarded to the 8th or 9th grade science student who has best employed the scientific method in the laboratory and has achieved a high level of scholarship. The 2007 recipients were Sarah Crockett and Claire Harmange.

English, History, Latin, Spanish, and French Prizes: These prizes recognize outstanding achievement by Eighth and/or Ninth Grade students. The 2007 recipients were: Sarah Onorato, English Prize; John Moltz, French Prize; David Janovsky, History Prize; Vinay Rajur and Michael Taylor, Latin Prize; Andres Burbank-Crump and Samuel Karlinski, Spanish Prize.


Founder’s Award (The Cynthia E. Pike Award): Cynthia Pike, our school's founder, was especially concerned that her students receive a strong grounding in mathematics. The Mathematics Department gives this award for an outstanding record in mathematics over a two-year period.  The 2007 recipient was Sarah Onorato.