In the Upper School program, 10th grade functions as a “bridge” between the support of the 9th grade entry year and the rigorous junior/senior curriculum.
Teachers ask students to demonstrate consistency and continue to refine the student skills they developed the previous year, while the curriculum challenges students to think more abstractly and analytically.
Increased Freedom and Responsibility in 10th Grade
Tenth graders have increased independence as well as responsibility. Tenth graders who are not in class do not have a required study hall to attend; they may choose how and where to spend their free time. Depending on their level in math and language, tenth graders also may have more D-Days. Tenth grade also brings an emphasis on teacher-student mentoring, with the expectation that students will use their increased freedom to and work closely and proactively directly with their teachers. Beyond the school, many 10th graders begin to drive, gaining them even more freedom—and the need to make responsible choices.
Developmental Themes for 10th Graders
It is common for 10th graders to wonder, “Who am I? Where do I fit in the community? How do I balance independence and responsibility?” Our program intentionally addresses these developmental themes.
- The required quarter of Wellness Class helps 10th graders explore many social/emotional issues and choices.
- The 10th grade retreat focuses on issues of community, both the community within the class and the larger community beyond SPA.
- Chemical Health Week in early April brings in outstanding consultant Jeff Wolfsberg to work with the 10th graders.
Tenth grade is an excellent year for students to find their place in the school community, whether through student leadership and interest groups, drama productions or music ensembles, debate or journalism programs, or athletics.
Changing Parent Roles
As students become increasingly independent and take “center stage” in their own school life, parent roles are no less important, but tend to become more “off stage.” Whereas with younger students a parent may have contacted a teacher directly to ask a question on behalf of a student, in 10th grade we encourage students to take this initiative themselves. Parents may help students problem-solve, encourage students to seek out teachers, help students plan ahead and make choices, and secure support services if appropriate.
For basic expectations of students, parents, teachers and advisors in the Upper School, click on the link to this section of the Upper School Handbook.
Managing Homework
Parents can play an essential role in helping students plan ahead and balance their priorities during the week to ensure that students have sufficient time to complete homework thoroughly.
We ask teachers to assign an average of 45 minutes of homework per night for each subject. We all understand, of course, that some students will be able to complete their homework more quickly than this average, while some students may take longer than the average. Because of our system of “D Nights” (“Department Nights”), students have homework in a given subject only 4 out of 5 nights per week. This means that students should anticipate: 4 subjects x 45 minutes = 3 hours of homework per night. Most students use free periods and “D Days” (“Department Days”) during the day to complete homework for at least one subject. This leaves students with: 3 subjects x 45 minutes = 2 ¼ hours homework per night.
Helping 10th graders budget their time and balance homework, athletics, activities outside of school, and family life is a tremendously helpful parent role.