“Relational and rigorous classroom learning complemented by dynamic extracurricular offerings, all within a high challenge and high support community, characterize Browning’s Upper School. Boys graduate fully prepared for college work, and our deeply committed faculty also help them develop their other talents and full selves as they prepare for lives beyond the Red Doors.”
Explore some of the standout features of our Upper School experience.
Students are offered the opportunity to undertake a self-directed independent study project that spans over two or more school years. They work with Browning faculty mentors as well as experts in the field of study to create a comprehensive project in one of the following disciplines: data science, engineering, fine arts, or humanities.
The Robotics Team offers students the opportunity to collaborate across divisions to research the latest designs in robot creation and compete against other schools locally and nationally.
After an extensive interview process, a selection of Grade 12 students become peer leaders for the Grade 9 students. The seniors meet regularly with the Peer Leadership team to learn strategies for effective leadership, to reflect on the needs of the Grade 9 students, and to create lessons that center check-ins, active listening, and trusting relationships. The senior Peer Leaders are empathetic and respectful facilitators who seek to foster emotional growth in themselves and others and to create a welcoming environment where younger students can express themselves fully and feel at home at Browning.
The Island School trip welcomes Grade 9 students to participate in a hands-on experience in scientific research and to engage in meaningful activities that help them develop teamwork and community building skills that benefit the community (near and far). The week-long trip on the Island School’s campus in Eleuthera, Bahamas, teaches students about the process of inquiry, sustainable living, and seeks to develop students’ global perspectives.
A beloved annual tradition, the Frost Valley Trip invites students from the six single-sex schools in New York City’s Interschool to experience a “larger campus” and spend time with classmates at peer schools in a coeducational setting at the YMCA camp in the Catskills. The two-day trip features structured and supervised team building activities, outdoor fun, and bonding events, and centers opportunities for community joy.
Each fall, Grade 11 and 12 students visit a variety of regional colleges and universities for three days to help them explore diverse options and discuss potential fits, ensuring they see over a dozen schools before applying.
Upper School Advisory meets regularly to provide students with both faculty mentoring and peer support through all four years. Activities include topics of interest and importance to young people today, as well as opportunities for team-building and relationships across class years.
The Rocketry Team has soared to great heights in the short time it has existed as an extracurricular activity. Students take responsibility for learning about and using design thinking to develop rocket prototypes and eventually launch them at sites around the country.
The Student Council, elected democratically from the student body of the Upper School, serves to further the interests of the school as advocates to forward Browning’s mission and efforts to sustain a connected community. Members of the Student Council receive training to serve on the school’s Discipline Committee, plan social events and activities, seek feedback from their peers, and lead Assembly, among other responsibilities. The Student Council is led by Co-Presidents, who set meeting agendas and speak at all-school events.
Our boys are both academically challenged and emotionally nurtured to become their best selves by living our Browning values of curiosity, honesty, dignity, and purpose daily.
The English program has three core principles: that reading and writing are sources of wisdom and delight; that the individual can better understand his own story by seeking out the stories of others; that a boy must be able to express himself clearly and listen deeply.
Grade 9 English focuses on how literature shapes and questions our understanding of the self, and it begins with war as a force that tests the boundaries of honor, loyalty, and fate. Starting with The Iliad, students explore how stories across time reflect societal values and challenge norms, and they examine works ranging from ancient epics to Enlightenment satire and modern retellings that grapple with the trauma of war, shifting notions of identity, and the idea of justice. The course also examines storytelling itself, and it traces its evolution from ancient oral traditions to contemporary narratives that reimagine classic tales for modern audiences. Along the way, students write and present their own autobiographical epics, and they apply what they have learned about narrative structure and voice. Through oral exams, collaborative projects, and writing workshops, students engage deeply with texts, and they defend their interpretations while sharpening their analytical skills, discovering how literature mirrors the world and raises important questions about it.
Grade 10 English students explore haunted homes and outsiders in literature. From gothic classics to Shakespeare to contemporary novels in translation, each of our texts examines the anxiety and terror of confronting the world and existing as individuals. Students also read weekly selections that may include poetry, short fiction, and critical essays. Each writing assignment requires original thought; students will write essays and creative pieces of various lengths, from on-demand exercises to longer, take-home efforts that require processes of conferencing and editing.
This course will immerse Grade 11 students in diverse literary and artistic voices that continuously shape our American identity and experiences. Our readings will underscore those intimate connections between the history of reading and writing and American democracy, revealing that the study of American literature, to paraphrase historian Jill Lepore, is inherently intertwined with the study of American history. Guided by this insight, our focus will center on the imaginative expressions and shared stories of communities situated both at the center and periphery of their respective American moment. Our interdisciplinary exploration spans from the pages of Christopher Columbus’s journals, colonial newspapers, and personal autobiographies to the realm of political treatises, essays, and the ever-evolving landscape of fiction. Through these critical lenses, we shall delve deep into the intricate interplay between media and race in the American context and resistance, ensuring that literature remains a site of both continuity and transformation.
American Short Story
In this course, students will explore a rich selection of short stories by renowned authors such as Alice Walker, Edgar Allan Poe, Herman Melville, and Shirley Jackson. Through these diverse narratives, students will delve into themes of identity, societal norms, morality, and the human condition. Throughout the semester, students will analyze the stylistic techniques employed by masterful writers, examining how they craft their narratives to evoke emotion, provoke thought, and challenge perceptions. In addition to studying existing works, students will have the opportunity to produce their own short stories, putting into practice the techniques and insights gained from their exploration of the genre. Through workshops and peer feedback sessions, they will refine their storytelling abilities and develop their unique voices as writers. They will leave the class not only as more discerning readers but also as skilled practitioners of the craft of storytelling.
Creative Writing
This class is for students who want to write fiction (and to dabble in poetry and essay). Through a study of different approaches to writing, students will better their understanding and enjoyment of contemporary literature. All enrolled students will be responsible for submitting several pieces of their own work, across the semester, to be read and critiqued by their teacher and peers. In addition to adopting the workshop model for our course, we will explore critical perspectives on the landscape of American fiction, book publishing, and the growth of creative writing as an academic discipline. We will strive to meet three essential goals: (1) discover and appreciate some contemporary literary art, (2) build a small portfolio of creative work, and (3) find purpose and community in a workshop of peers. Course readings, in addition to the writing of classmates, will include selections of fiction, essay, and poetry; excerpts from The Program Era by Mark McGurl; a smattering of writing about writing; and a novel that will be chosen by class vote.
From Plato’s Republic to Kafka’s Castle: Authority, Bureaucracy, and the Cost of Order
New York City during the Cold War was a crucible of intellectual fire—a battleground of ideas where writers, journalists, and critics shaped the national conscience. In this course, we will examine how mid-20th-century New York writers responded to the tensions of the Cold War, McCarthyism, civil rights struggles, and existential threats of nuclear war. Through literature, essays, and speeches, we will explore how these thinkers wielded language as both a weapon and a refuge. We will read and analyze the work of James Baldwin, Hannah Arendt, Norman Mailer, Susan Sontag, Lorraine Hansberry, Gore Vidal, and others who challenged power structures, redefined American identity, and wrestled with the ideological battles of their time. Students will consider how these voices shaped public discourse and what lessons they offer in today’s socio-political climate. Take this class because ideas are dangerous—and thrilling. Because you want to debate, to challenge, to understand how words can shift history. Because New York was the place where voices clashed and culture was forged in the heat of the Cold War. If you love argument, if you want to read razor-sharp minds at their boldest, if you want to see how the past informs the present—this class is for you.
Introduction to Literary Criticism Defining “literature” requires creativity, curiosity, and interpretation. What can literature be? What can it do? What makes literature beautiful or sublime? Students will get a feel for examining texts by posing different questions, by practicing different styles of reading on a variety of 20th century novels. Students will consider how critical reflections of the literary affect our understanding of texts, language, and society. This course deepens students’ skills of literary analysis, critical thinking, and close reading skills. Students will engage in a survey of different theoretical lenses and learn key literary theory terms. Theories and approaches to literature will include New Criticism, Deconstruction, Psychoanalysis, Marxism, Queer Theory + Feminism, Postcolonial Theory, Critical Race Theory, and more.
Language, Rhyme, and Rhetoric: Exploring the Origins and Impact of Hip-Hop in American Music, Art, and Culture
Over 50 years beyond the birth of hip-hop, this course examines the music, culture, and artistry that captured, crossed over and sustained the attention of the U.S. and the world since its inception. To contemplate the genre’s origins, students will revisit the Harlem Renaissance, Caribbean dub music, funk, and the advent of hip-hop in the Bronx in the 1970s up through the 2010s through the five elements: emceeing, deejaying, breakin’, graffiti, and beatboxing. Class discussions will discuss and debate the use of explicit language, positive and negative themes in music and art, and the political discourse surrounding its influence on young audiences. Students will learn to write about music; they will analyze and compare songs and lyrics, and each student will write a 16-bar rhyming verse (or create music in the style of a beat). They will also write a persuasive essay reflecting on the class’s essential questions.
Legibility, Literature, and Power This course examines how interpretation shapes our understanding of reality, personal beliefs, and public policies, drawing from James C. Scott’s Seeing Like a State and Domination and the Art of Resistance, and Michel Foucault’s “Panopticism” and lectures from his Hermeneutics of the Subject. We consider how power operates not just through laws but manifests as organization, observation, and social norms. Governing bodies impose “legibility” on cities and citizens to make them more visible, understandable, and manageable, structuring how people see and are seen in ways that serve authority. Literature is one challenge to these systems, exposing their contradictions and offering ways to navigate or resist them. Through fiction, memoir, and literary theory, we analyze how storytelling reveals and complicates the boundaries between power and autonomy, public and private life, submission, and defiance. In doing so, we treat narrative not just as reflection but as an act of resistance—one that reshapes how we see, remember, and re-/claim space. Our inquiry will center on how writing has functioned as a tool of bureaucratic authority, social discipline, and cultural hegemony, as well as a site of subversion, opacity, and refusal. We will ask: Who has the power to write, and who is written about? How do literary texts engage with the tension between visibility and erasure, representation and distortion? In what ways do marginalized communities resist the state's drive to render them legible?
Literature of Friendship
“You’ve got troubles, I’ve got ‘em too. There isn’t anything I wouldn’t do for you.” We know how important friendship and community can be, especially after experiencing years of distance and isolation in the aftermath of the pandemic. But, have we explored how friendship is constructed socially? Have we looked into how the value of friendship has changed over time? What are our models for friendship, for alliance, and for fellowship? How do we read gender, emotion, connection, and truths? This course will examine representations of friendship in literature, philosophy, media, and film. Students will develop and deepen their analytical and critical skills, as we read with an intersectional approach to a wide range of literary genres. Texts may include work from philosophers like Aristotle, Freud, and Nietzsche as well as from poets, novelists, and playwrights including (but not limited to) Montaigne, Ben Jelloun, Woolf, Smith, Emerson, and Reza. Assessments will likely include writing personal narratives, analytical responses, and student-led seminars.
Literature and Resistance in Urban Spaces
This course examines how cities function as both sites of control and spaces of resistance, with literature playing a central role in that tension. We focus on four cities—Mexico City, Paris, Berlin, and New York—each revealing a different version of urban power and pushback. In Mexico City, intellectuals and activists use literature to challenge state violence. In Paris, barricades and Haussmann’s redesign show how the built environment shapes revolution. Berlin, once divided by the Wall, illustrates surveillance, ideological control, and cultural resistance, with literature and film capturing life on both sides and the upheaval that followed reunification. In New York, capitalism and migration raise questions about who really owns the city. Writers and filmmakers from these cities show how urban spaces are more than streets and buildings—they are battlegrounds for ideas, control, and freedom. Students select another contemporary or historical city and analyze how its literature, film, and urban history reflect resistance to control. Possible cities include Beijing, Bogotá, Brasília, Cairo, Havana, Hong Kong, Johannesburg, Karachi, Lima, Lisbon, Mumbai, Prague, Sarajevo, Taipei, Tehran, and Vienna. Students may write a research paper, create a digital map, or produce a creative piece (fiction, poetry, or mixed media).
Looking Beyond the Rainbow Flag: Queer Literature and Gender Studies Queer culture has become more visible in the last decade, from popular music artists like Janelle Monae and Frank Ocean to films like Call Me By Your Name and Love, Simon. This seminar examines concepts, concerns, and questions that shape lesbian, gay, bisexual, transgender, and queer experiences through literature and literary theory. By studying texts by authors who both explicitly identify as members of the LGBTQ community and by those who do not, we will question what constitutes “queer literature” and how it might reflect major political issues, historical events, and social contexts. We will explore topics that may include: AIDS activism; the closet, passing, and coming out; non-normative love and affinity; psychoanalysis, law, and religion; mental health; and homophobia, transphobia, and heterosexism. Students will develop and deepen their analytical and critical skills, as we read with an intersectional approach to a wide range of literary genres -- from theory to novels, to poetry, to memoirs, to performances. Texts may include The Hours by Michael Cunningham, Written on the Body by Jeannette Winterson, Zami by Audre Lorde, Shakespeare’s sonnets, and other selections of LGBTQ poetry. Productions may include Angels in America by Tony Kushner, Gender Queer by Maia Kobabe, Heartstopper, and Love, Simon.
The history program is designed to provide students with the skills needed to meet the challenges of the most rigorous college education. Emphasis is placed on the development of comprehension and communication skills and facility with handling primary and secondary source evidence. Students master the craft of essay writing. Research techniques are stressed, in particular library skills and the judicious and careful use of the Internet as well as the use of proper bibliographic citations.
This course begins a two-year sequence where students are exposed to World History from its origins to the present. Taking a thematic approach, the course explores major themes in human history that familiarizes students with both the broad patterns and rich diversity that define human civilizations. Themes studied include: world religions, government and empire, global connections, and challenging the status quo. While the content covered is essential, the development of skills is stressed. Students learn key reading and study habits, develop as writers and researchers and presenters, and take the steps to becoming increasingly independent learners. Finally, students interact with a variety of primary and secondary sources as they refine their ability to understand the point of view and perspective of key texts.
This course will examine the political, economic, social, and cultural history of the modern world from the mid-eighteenth century through the beginning of the twenty-first century. Throughout the course, students will investigate the major historical themes, trends, and events that shaped Europe, Asia, Africa, and Latin America. The students will take on the role of historians as they critically read and analyze historical documents in order to come up with their own interpretations of historical events. The course also places a great deal of emphasis on the writing process, including crafting thesis statements, developing arguments, conducting research, integrating and analyzing evidence, as well as editing and revising. Major topics will include: Atlantic Revolutions; the Industrial Revolution; the “-isms” of the nineteenth century; New Imperialism; World War I, the Interwar Period, and World War II; decolonization; the Cold War; and the emergence of a globalized world.
This course will cover American history from European colonization to the early 21st century. Throughout the course, students will consider the roles that politics, economics, culture, and identity have played in the history of the United States. They will utilize primary and secondary sources to investigate key issues and themes, such as cultural exchange, servitude and slavery, race and ethnicity, partisan politics, the role of government, rights and liberties, women and gender, and economic inequality. Students will continue to hone their writing skills by completing argumentative and research papers. Major topics will include: English colonization; the Transatlantic slave trade; the American Revolution; the U.S. Constitution; the first party system; the Market Revolution; Jacksonian Democracy; moral reform movements; the Civil War and Reconstruction; the Gilded Age and Progressive Era; World War I; the Roaring 20s; the Great Depression; World War II; the Cold War; the Post-War Era; and contemporary politics.
The Advanced section of this course surveys the major political, economic, social and cultural developments in American history from the mid-18th century to the early 21st century. The course is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the challenges of United States history. Students learn to assess primary sources – their relevance to a given interpretive problem, their reliability and their importance – and to weigh the evidence and interpretations presented in historical scholarship. Nightly writing emphasizes framing a response to a prompt, synthesizing information from the textbook and primary sources, and comparing devlopments across time periods. Students also practice the multiple-choice, short answer and document-based questions featured on the Advanced Placement examination.
Introduction to Western Philosophy is designed to introduce students to the practice of philosophy through the study of central philosophical questions and arguments, as represented by a selection of historical and/or contemporary texts. No previous study of philosophy is required. Students will be encouraged to join the ongoing philosophical conversation about the nature of being, understanding, and value.
Why did New York City emerge as the United States’ premier city and global capital? Who held power in the city during its tumultuous rise? And who suffered injustice from a want of power? We explore NYC’s history as a colonial port, industrial center, immigrant destination, and Progressive think tank. We chronicle New York’s sprawling 20th century transformation: the parks, bridges, highways, suburbs, skyscrapers, and housing towers that modernized the city; the new divisions of race and class that grew alongside the city’s infrastructure; and the artistic impulses of the modern metropolis, from jazz to hip-hop to the visual arts. We conclude with a look at Gotham’s 21st century challenges: immigration, good governance, income inequality, gentrification, and climate change. The course develops the reading, research, and writing skills required for college study.
European History is a rigorous college preparatory course covering major political, economic, social, and intellectual developments in European history from roughly 1450 to the present. This course is the formal preparation for the Advanced Placement exam. The great breadth of content of this course necessitates considerable reading beyond the confines of the classroom. A significant interest in history itself is a prerequisite for success. Heavy emphasis in the course is placed on essay writing under time constraints.
The mathematics program is rooted in real-world problem solving, critical thinking, explorations of why theorems hold true in a given system, and the appreciation of mathematics as a language. Inquiry-based approaches to learning mathematical concepts are emphasized throughout each course leading to a deep understanding of the material.
Geometry
This is a standard course in Euclidean geometry covering the following topics: parallelism and perpendicularity, triangle properties and congruence, quadrilaterals, similarity, right triangles (including right-triangle trigonometry), circles, and areas and volumes. Proofs of different types are introduced and used to discover why various theorems hold true. Coordinate geometry is integrated into all concepts. Algebraic problem-solving skills are emphasized throughout the course. Geogebra and other online tools are used frequently as a learning tool to explore various concepts.
Accelerated Geometry
This course covers the same topics as the standard Geometry course but delves more deeply into the concepts, allowing for more challenging problem sets.
Algebra II
In Algebra II, linear, quadratic (with complex numbers), radical, polynomial, rational, exponential and logarithmic functions are explored in great detail. Systems (both linear and nonlinear) and matrices are also analyzed. Real-world applications receive considerable attention within each topic. Graphing calculators (TI-84 Plus) and Desmos are used frequently as learning tools to supplement analyses of various concepts.
Accelerated Algebra II
In Accelerated Algebra II, Linear, quadratic (with complex numbers), radical, polynomial, rational, exponential, and logarithmic functions are explored in great detail. Systems (both linear and nonlinear), matrices, and an introduction to trigonometry (unit circle and triangle-based representations) are also among topics studied. Real-world applications receive considerable attention within each topic. Graphing calculators (TI-84 Plus) and Desmos are used frequently as learning tools to supplement analyses of various concepts.
Precalculus
The start of Precalculus offers in-depth analyses of quadratic, polynomial, rational, exponential and logarithmic functions. A significant portion of the academic year then explores trigonometric functions, including graphical, analytical, and triangle-based representations. Sequences, series, combinatorial mathematics and probability are among additional concepts studied. Extensive applications to real-world phenomena are covered within each topic of study. Graphing calculators (TI-84 Plus) and Desmos are used frequently as learning tools to supplement analyses of various concepts.
Accelerated Precalculus
Accelerated Precalculus involves a rigorous study of trigonometric functions (both graphical and analytical), polar and parametrically-defined functions, vectors, conic sections, exponential and logarithmic functions, sequences, series, limits (including the limit definition of the derivative), combinatorial mathematics and probability. Extensive applications to real-world phenomena are covered within each topic of study. Graphing calculators (TI-84 Plus) and Desmos are used frequently as learning tools to supplement analyses of various concepts.
Finite Mathematics
Have you ever wondered how to design the best routes for package delivery? Or how to plan efficient networks to connect all users? Why is New York City now using ranked choice voting in mayoral races? How do we design equitable districts for Congress? And how do we create fair–or unfair–games? In this course you’ll use mathematical tools like graphs, models, and matrices to answer these questions, as well as many others. Throughout, students will choose areas of interest for deeper dives in projects and explorations, often incorporating current domestic and world issues.
Mathematics Through the Ages
Mathematics Through the Ages explores the development of mathematical concepts, ideas, and practices throughout history, examining how different civilizations contributed to the field, from ancient times to the present day. This course will include key mathematicians and their breakthroughs across various fields such as geometry, algebra, calculus, and number theory. Students will collaborate and create presentations throughout the semester-long course.
Grade 11/12 The Statistics of Sports (Twice a week, full year)
In the 21st century, data is everywhere, and now we have the technology available to crunch large sets of numbers, analyze them, and make predictions about the world that we live in. In this course, sports will serve as the setting through which we learn the statistical process and use it to answer questions like: Is there a home field advantage in the NFL? Has the designated hitter increased offense in Major League Baseball? Does the “hot hand” exist in professional sports? Can polyurethane suits make you swim faster? How can we build the best baseball team? You’ll even have the opportunity to formulate and investigate questions of your own area of interests. Projects and presentations will allow you to share your findings.
The Mathematics of Finance What kind of mathematics is essential for understanding financial applications? The Mathematics of Finance will build the foundational knowledge necessary in areas like probability, basic statistics and functions–-especially exponential and logarithmic functions. With this foundation, students can begin to apply math to concepts such as the time-value of money, loans and interest rates, mortgages, stocks and bonds, insurance, risk, and financial planning. By connecting with Bloomberg for Education and other financial institutions in New York City, students will witness what they are learning in practice. Extensive use of models, simulations, and projects and presentations will allow students to become practitioners of finance and share their understanding of their areas of interest.
Calculus
After a very brief review of some of the main ideas and function concepts studied in Algebra II and Precalculus, Calculus delves into a detailed investigation of limits (including the limit definition of the derivative), rules for finding derivatives, and then applications of differentiation for curve sketching, optimization, and related rates. The course then explores the meaning of integration, some techniques for evaluating integrals, and then applications of integrals to areas, volumes, average value and motion. Real-world applications of differentiation and integration, such as those from business and various sciences, are emphasized throughout the course. Graphing calculators (TI-84 Plus) and Desmos are used frequently as learning tools to supplement analyses of various concepts.
Advanced Calculus / AB AP Level
Calculus AB is a first-year college-level course in differential and integral calculus that covers all of the Advanced Placement AB level curriculum, as well as some Calculus topics not part of AB. Limits are investigated, leading to a study of differentiation and integration. Application problems from physics, engineering, business and economics are essential parts of the course. Graphing calculators (TI-84 Plus) and Desmos are used frequently as learning tools to supplement analyses of various concepts. In addition to having the option of taking the AB exam, students enrolled in this course may choose to complete a seminar meeting twice per week exploring those concepts unique to the BC curriculum. See the course description below for further details.
**Calculus BC Seminar **
This is a full-year elective course conducted as a seminar meeting twice per week for those Calculus AB students who plan to take the Advanced Placement Calculus BC exam. The course follows topics unique to the Advanced Placement BC level curriculum and requires rigorous independent study outside of class meetings. This course is pass/fail.
Data Science
Data Science is an introductory college-level course where students learn to understand, ask questions of, and represent data through project-based units. The units will give students opportunities to explore data through developing their understanding of data analysis, sampling, correlation/causation, bias and uncertainty, modeling, data-based arguments, and data in society. At the end of the course, students will have a portfolio of their data science work that showcases their newly developed knowledge and understanding. The course provides students with opportunities to understand the data science process of asking questions, gathering and organizing data, modeling, analyzing and synthesizing, and communicating. Students will work through this process in a variety of contexts. Students learn through making sense of complex problems, then through an iterative process of formulation and reformulation coming to a reasoned argument for the choices they make.
Mathematics Through the Ages
Mathematics Through the Ages explores the development of mathematical concepts, ideas, and practices throughout history, examining how different civilizations contributed to the field, from ancient times to the present day. This course will include key mathematicians and their breakthroughs across various fields such as geometry, algebra, calculus, and number theory. Students will collaborate and create presentations throughout the semester-long course.
Grade 11/12 The Statistics of Sports (Twice a week, full year)
In the 21st century, data is everywhere, and now we have the technology available to crunch large sets of numbers, analyze them, and make predictions about the world that we live in. In this course, sports will serve as the setting through which we learn the statistical process and use it to answer questions like: Is there a home field advantage in the NFL? Has the designated hitter increased offense in Major League Baseball? Does the “hot hand” exist in professional sports? Can polyurethane suits make you swim faster? How can we build the best baseball team? You’ll even have the opportunity to formulate and investigate questions of your own area of interests. Projects and presentations will allow you to share your findings.
The Mathematics of Finance What kind of mathematics is essential for understanding financial applications? The Mathematics of Finance will build the foundational knowledge necessary in areas like probability, basic statistics and functions–-especially exponential and logarithmic functions. With this foundation, students can begin to apply math to concepts such as the time-value of money, loans and interest rates, mortgages, stocks and bonds, insurance, risk, and financial planning. By connecting with Bloomberg for Education and other financial institutions in New York City, students will witness what they are learning in practice. Extensive use of models, simulations, and projects and presentations will allow students to become practitioners of finance and share their understanding of their areas of interest.
Finite Mathematics
Have you ever wondered how to design the best routes for package delivery? Or how to plan efficient networks to connect all users? Why is New York City now using ranked choice voting in mayoral races? How do we design equitable districts for Congress? And how do we create fair–or unfair–games? In this course you’ll use mathematical tools like graphs, models, and matrices to answer these questions, as well as many others. Throughout, students will choose areas of interest for deeper dives in projects and explorations, often incorporating current domestic and world issues.
A minimum of three years of science are required in Upper School, and the science department encourages all students to take at least one biology, chemistry, and physics course. Laboratory and field-based investigations continue to be at the core of the learning experience. Data analysis skills are expanded from the use of descriptive or inferential statistics. Practical applications of science, such as environmental sustainability, bioethics, engineering projects are explored in every course.
This required Grade 9 science course explores molecular biology, cell biology, biochemistry, ecosystem interactions, and biodiversity. Laboratory and field-based investigations are used as critical learning tools. The fieldwork component of this class consists of a learning abroad trip to the Island School in the Bahamas at the end of the school year where students will employ field investigative tools to study marine tropical ecology and sustainability. The final exam requires students to produce a research report and a presentation on their findings from the Island School trip.
This required Grade 10 science course provides a robust foundation for the subsequent Advanced Chemistry course. Concepts explored include atomic structure and bonding, properties of matter, nuclear chemistry, stoichiometry, solutions and solubility, gas laws, acids and bases, and redox reactions. Algebraic problem-solving skills are integrated throughout the course, particularly in the second semester. The laboratory portion of this course is focused on the hands-on application of the topics covered in class. Students will produce a full-length laboratory report in the second semester that will require independent research and critical thinking.
This required Grade 11 course is taken as the third laboratory science course. This is a classical physics course where students explore the concepts of energy, mechanics, laws of dynamics, momentum and impulse, rotational motion, and gravitation. These concepts are all taught through the lens of superheroes, using the powers and abilities of a superhero to illustrate the physics studied in each unit. The course provides both conceptual and mathematical foundations for the Advanced Physics course, using algebra and trigonometry on a regular basis. A strong experimental component weaves through the entire course, through both hands-on labs and simulations.
Dive into the exciting world of biotechnology with this hands-on, research-driven course designed for 11th Grade. Students will gain practical experience in cutting-edge lab techniques, including CRISPR, DNA extraction, bacterial transformation, PCR, and protein analysis. Through engaging experiments, such as engineering glowing bacteria, analyzing genetic fingerprints, and detecting GMOs, students will explore the real-world applications of biotechnology in medicine, agriculture, and environmental science. Students meet twice per week for this half-credit course for the entire year. The year will culminate in a research project, where students will design experiments, analyze data, and present their findings in a professional setting. A final paper written in APA format is expected by the culmination of the course.
Advanced Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: biochemistry, cell biology, energetics, cell communication, genetics, molecular biology, evolution, and ecology. The course follows the curriculum outlined by the College Board for AP Biology, providing an in-depth understanding of key concepts, principles and methodologies in biology. About 20% of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students the opportunities to apply the science practices. A great amount of time will be spent on developing inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and justifying arguments using evidence.
Advanced Environmental Science is an introductory college-level environmental science course. Students cultivate their understanding of environmental science through inquiry-based investigations as they explore the following topics: ecosystem, population, earth systems and resources, and pollution. The course follows the curriculum outlined by the College Board for AP Environmental Science, providing an in-depth understanding of key concepts, principles and methodologies in environmental science. At least 20% of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students the opportunities to apply the science practices. A great amount of time will be spent on developing inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and justifying arguments using evidence.
The pace and content level of this advanced course is comparable to college-level General Chemistry 1 and 2, thus the course extends the conceptual foundations provided in the 10th grade Chemistry course. Advanced chemistry presents more sophisticated analytical laboratory methods as well as delves more deeply into atomic theory, chemical and molecular bonding, states of matter, chemical reactions, thermodynamics, and acid/base chemistry. The course follows the curriculum outlined by the College Board for AP Chemistry and, at the culmination of this course, students should be prepared to take the AP Chemistry exam. Students interested in taking the class will be expected to have maintained an A- average in 10th Grade Math and at least an A- in the 10th Grade Chemistry course.
Dinosaurs have mesmerized people since their original discovery in the 1800s. They are some of the best examples we have of evolutionary biology and adaptation. This is a survey course of the different classes and families of dinosaurs that existed throughout the Triassic, Jurassic and Cretaceous periods, their extinction, and possible evolution into the birds of today. Geological activity that led to the evolution of different genera, their fossilization, and the processes that shaped the prehistoric world will also be examined. Students will be asked to examine evolutionary evidence to create their own theories about dinosaurs and other extinct animals. The course culminates in a field trip to the American Museum of Natural History’s dinosaur exhibit. This course will meet regularly for one semester.
Led by the popularity of television programs and movies, Forensic Science has become a subject of interest for many people. In this course, students will learn to apply forensic science techniques to solve a crime. Working independently and in groups, students will learn to analyze and interpret evidence while understanding the limitations of the laboratory and the significance of various types of evidence. Techniques students learn in this course are fingerprinting, crime scene investigation, blood spatter analysis, forensic pathology, forensic psychology and profiling, and ballistics. Landmark cases (such as Daubert, OJ Simpson, and JFK) will be studied to gain a better understanding of the progression of forensic science techniques and knowledge. This course culminates in a mock crime scene that students will have to analyze. This course will meet regularly for one semester.
This Grade 12 course is equivalent to the first semester of an introductory college-level course on algebra-based physics, covering the topics of classical mechanics; work, energy, and power; momentum and impulse; rotational motion and gravitation; and fluid mechanics – extending the breadth and depth of knowledge acquired in the 11th Grade Classical Physics course. The course follows the curriculum outlined by the College Board for AP Physics 1 and, at the culmination of this course, students should be prepared to take the AP Physics 1 exam. Students interested in taking the class will be expected to have maintained at least an A- average in Math and at least an A- in the Classical Physics course.
This is an interdisciplinary course that bridges biology, chemistry, and health sciences with elements of physics to explore the structure and function of the human body. Students will investigate major organ systems and physiological processes while integrating principles of biochemistry and medical technology. Emphasis will be placed on the use of scientific equipment such as endoscopes, ECGs, and imaging technologies to measure and analyze human biological functions. Through hands-on labs, dissections, case studies, and medical applications, students will develop a comprehensive understanding of how the human body maintains homeostasis and responds to external and internal stimuli. This course will meet regularly for one semester. This course is ideal for students interested in pursuing careers in medicine, biomedical engineering, sports science, or healthcare.
This elective, single-semester course will discuss aspects of Modern Physics that have revolutionized our understanding of the world around us. These topics include:
This interdisciplinary, single-semester course will introduce students to the intersection of science, technology, policy and impact on society. We will discuss major events of history that have changed (or will change!) the face of human society, including:
Upper School students are required to study at least one foreign language through Level III, a requirement usually met by the completion of the Grade 10. Students may start Latin or Mandarin (starting as an offering in the 2024-2025 school year) in Grade 9, or continue in French or Spanish with the appropriate prerequisite work. The study of one language is encouraged and common among the students. French, Spanish, and Latin courses are available through the Advanced Placement level and the 12th grade. Qualified students have the opportunity to pursue languages even further via an independent study. Upperclassmen have the option of taking an introductory course in Ancient Greek. Upper School classes in French, Mandarin, and Spanish employ comprehensible immersion methods, while Latin relies more, but not entirely, on English for classroom instruction.
The goal of the program is to assist each student in recognizing and eventually capitalizing on the many options available to him and to empower him in the college admissions process. Boys learn how to evaluate accurately their own achievements and aspirations; how to prepare for standardized testing; how to gather specific information about a variety of colleges and universities; how to organize the paperwork associated with college applications; and, most importantly, how to make informed and rational choices about their futures.
Latin I
Upper School students new to Latin dive into the language in a comprehensible immersion classroom, which develops all four language arts (listening, reading, speaking, writing). An understanding of ancient Roman culture and how it has shaped modern life is gained alongside proficiency in language arts. Texts include Hans Ørberg’s Lingua Latina Per Se Illustrata: Familia Romana.
Latin II
Students in Latin II continue to acquire vocabulary, grammar, and syntax. We repeatedly practice verb tenses and noun cases, as well as elements of advanced grammar as they occur in our reading. Texts include Hans Ørberg’s Lingua Latina Per Se Illustrata: Familia Romana and Wheelock’s Latin. Emphasis is placed on developing reading skills. We also survey the basics of Ancient Greco-Roman mythology.
French II
This course builds on previous work in French and continues to emphasize the oral tradition as well as the acquisition of vocabulary, expressions and the fundamental principles of grammar. Vocabulary is drawn from a variety of sources, including short stories, songs and texts related to culture and history. The major verb tenses/moods are covered with particular emphasis on the forms and uses of the imparfait and the passé composé. Students also learn how to build more complex sentences through the study of object and relative pronouns. Students will go beyond the classroom to explore the city to further their study and research on various cultures of the French-speaking world and explore the target language for personal enjoyment and career possibilities. Each semester, a major project connects literature, history, and cinema to promote cultural awareness and diversity. Textbook: D’accord II + Supersite
Mandarin
Mandarin I is designed to provide students with a solid foundation in one of the world's most widely spoken languages. Throughout the course, students will learn essential Mandarin Chinese vocabulary, grammar structures, and pronunciation techniques. Emphasis will be placed on developing the four key language skills: listening, speaking, reading, and writing. Cultural components will be integrated into the curriculum, allowing students to explore various aspects of Chinese culture, including traditions, customs, holidays, and daily life. By understanding the cultural context in which the language is used, students will deepen their appreciation and understanding of Mandarin Chinese. By the end of the course, students will be equipped with the fundamental language skills necessary to engage in basic conversations, comprehend simple texts, and write basic sentences in Mandarin Chinese.
Spanish II
This course builds on previous work in Spanish and continues to emphasize the oral tradition as well as the acquisition of vocabulary, expressions and the fundamental principles of grammar. Vocabulary is drawn from a variety of sources, including short stories, songs and texts related to culture and history. The major verb tenses/moods are covered with particular emphasis on the forms and uses of the imperfect and the preterite tense. Students also learn how to build more complex sentences through the study of object and relative pronouns. Additionally, students will go beyond the classroom to explore the target language for personal enjoyment and career possibilities. Students will visit the Museum of Natural History to further their study and research on indigenous cultures of the Spanish-speaking world. Each semester, a major project connects literature, history, and cinema to promote cultural awareness and diversity. Textbook: Descubre Ib + Supersite
Latin III
Students in Latin III make the transition to the reading of unadapted Latin texts with vocabulary, annotated commentary, or other forms of scaffolding. The goal of the first semester is to ensure that the students have as much reading practice as their growing skills will allow: they read from and comment on stories that steadily meet their growing understanding of the language by challenging them in terms of complexity of the language. The reading is supplemented by the study of grammar and the underlying patterns that help to enable critical knowledge of texts and the ideas contained therein. In the second semester, students begin to read adapted ancient texts to make the transition to ancient literature as successful as possible. Texts include Hans Ørberg’s Lingua Latina Per Se Illustrata: Familia Romana and Roma Aeterna.
French III
French III students are expected to gain an understanding of intermediate French grammar and verb tense structures. Emphasis is also placed on vocabulary enrichment and increased cultural awareness. Students are asked to write frequently in French, and once in English in a two- to three-page report on French history. Students are expected to master basic written French. Information on the various cultures of the French-speaking world, famous people of French descent and relevant movies are interwoven throughout the course. Textbook: D’accord III + Supersite
Spanish III
This course is designed to introduce intermediate-level students to the rich and exciting literature of the Hispanic world. This course aims to instill in students a love of modern Hispanic literature while aiding them in their desire for self-expression by learning grammar in context through reading short stories, poems, and plays. They are expected at this level to have the necessary skills that allow them to contribute with some degree of fluency to class discussions on a variety of topics. A range of well-known authors is selected for this course to enrich students’ knowledge of the great literature and renowned Hispanic literary figures such as Sandra Cisneros, Julia Alvarez, Gabriel Garcia Marquez, Ricardo Palma, Federico García Lorca, Octavio Paz, and Laura Esquivel. Textbook: Descubre III + Supersite
Grade 10: Mandarin II Mandarin II is designed to build upon the foundation established in Mandarin I, providing students with a deeper understanding of the Mandarin language and culture. Throughout the course, students will expand their essential vocabulary, grammar structures, and pronunciation techniques through five engaging units of study. Topics include countries, school subjects, making phone calls, weather and seasons, health and sickness, hobbies, food and dining out, housing, furniture, and neighborhoods. Emphasis will be placed on further developing the four key language skills: listening, speaking, reading, and writing. Cultural components will be seamlessly integrated into the curriculum, offering students opportunities to explore various aspects of Chinese culture as well as the diverse cultures found within China. By understanding the cultural context in which the language is used, students will deepen their appreciation and comprehension of Mandarin Chinese. By the end of the course, students will be equipped with fundamental language skills necessary to engage in everyday conversations, comprehend simple texts, and write short essays in Mandarin Chinese. This course aims to inspire confidence and curiosity in students as they continue their journey toward Mandarin fluency.
Latin IV
Students in Latin IV immerse themselves in both ancient and more recent authentic Latin texts, which include selections from Hans Ørberg’s Lingua Latina Per Se Illustrata: Roma Aeterna, Aesop’s fables, and Fabulae Syrae, among others. The genres and notable authors of antiquity are more generally explored. Facility with poetic meters and scansion is developed. Latin is often the language used in classroom discussions and instructions. Emphasis is placed on comprehending the texts, listening and writing in Latin, and developing interpretive skills.
French IV
This course continues to focus on the four components of language: reading, writing, speaking and listening. A wide variety of cultural and geographical information pertaining to the various peoples and places of the French-speaking world, as well as vocabulary and idiomatic expressions, are presented. The goal of the course is a detailed review of grammatical structure; though discussions of complex grammatical information are sometimes conducted in English, students are otherwise expected to express themselves, both orally and in writing, exclusively in French. Activities and assessments incorporate authentic sources and are set in theme-related, real-cultural contexts. Students will visit the Metropolitan Museum of Art to further their study and research on modernist artists of the French-speaking world. Each semester, a major project connects literature, history, and cinema to promote cultural awareness and diversity. Textbook: D’accord III + Supersite; Face à Face
Reading Greek
The aim of this course is to introduce students to ancient texts in the original Greek in which they were written. Using a reading approach, students will combine language study with literary analysis as they encounter works from Homer, Plato, Herodotus, Euripides, Marcus Aurelius, Julian, Josephus, and others, covering core vocabulary, forms, and other language features along the way. (Open to juniors and seniors; because the literature we read will vary from year to year, a student may enroll in this class more than once. No prerequisites required, but a conversation with the instructor is recommended prior to enrollment.)
Sermones Latini Discussing the modern world in Latin is a surprisingly effective means to a fuller understanding of it. This quarter-credit course offers lovers of Latin the opportunity both to clarify their vision of the world and also to sharpen their Latin language skills by using them in regular speaking situations. Texts include: x,x x. (This course is not offered every year.)
Beginner’s Latin for Upperclassmen
Upperclassmen who are eager to acquire a little Latin before graduation are offered students a beginner’s course which develops all four language arts (listening, reading, speaking, writing). An understanding of ancient Roman culture and how it has shaped modern life is gained alongside proficiency in language arts. Texts include Hans Ørberg’s Lingua Latina Per Se Illustrata: Familia Romana. (This course is not offered every year.)
Ancient Greek I Students are introduced to the ancient Greek language (primarily Attic Greek), its alphabet, vocabulary, and grammar, alongside the history of the cultures that spoke the language and the major authors who wrote with it. Instruction occurs in English. The primary text is Athenaze, which uses a reading-based approach to language acquisition, with a focus on Greek grammar, syntax, and culture.
Spanish IV
Spanish IV aims to prepare students to communicate, explore and connect across cultures to foster attitudes of mutual understanding and respect. Vocabulary is presented visually and in context, and with Spanish synonyms and definitions at level 4. Activities and assessments incorporate authentic sources and are set in theme-related, real-life contexts. Additionally, students will go beyond the classroom to explore the target language for personal enjoyment and career possibilities. Students will visit the Metropolitan Museum of Art to further their study and research on modernist artists of the Spanish-speaking world. Each semester, a major project connects literature, history, and cinema to promote cultural awareness and diversity. Textbook: Descubre III + Supersite
Latin V
Students in Latin V explore the themes of imperialism and colonization in both the ancient and modern worlds. Texts include Francis Glass’ A Life of George Washington, Vergil’s Aeneid, and Caesar’s De Bello Gallico. Additionally, we attend to the voices and representations of women in Latin literature through a variety of authors, including Ovid, Catullus, and Vergil. Emphasis is placed on reading comprehension and literal translation. A secondary focus consists of examining the writers’ styles and use of literary devices. Students write short text-based essays analyzing important themes of a text and learn to back up their assertions by accurately citing the Latin. The social and cultural context of the literature is discussed on an ongoing basis.
Sermones Latini Discussing the modern world in Latin is a surprisingly effective means to a fuller understanding of it. This quarter-credit course offers lovers of Latin the opportunity both to clarify their vision of the world and also to sharpen their Latin language skills by using them in regular speaking situations. Texts include: x,x x. (This course is not offered every year.)
Beginner’s Latin for Upperclassmen
Upperclassmen who are eager to acquire a little Latin before graduation are offered students a beginner’s course which develops all four language arts (listening, reading, speaking, writing). An understanding of ancient Roman culture and how it has shaped modern life is gained alongside proficiency in language arts. Texts include Hans Ørberg’s Lingua Latina Per Se Illustrata: Familia Romana. (This course is not offered every year.)
Ancient Greek I Students are introduced to the ancient Greek language (primarily Attic Greek), its alphabet, vocabulary, and grammar, alongside the history of the cultures that spoke the language and the major authors who wrote with it. Instruction occurs in English. The primary text is Athenaze, which uses a reading-based approach to language acquisition, with a focus on Greek grammar, syntax, and culture.
Advanced French
The course focuses on preparing students for college courses in French. This course is designed to review the history of France from ancient Gaul to the present day. As each period unfolds, students examine landmark historical events and famous people, as well as achievements in literature, arts, science and history. Students continue to work on language skills through reading and study of magazines and newspapers, as well as through seminar discussions, oral reports and recordings. Extensive training in the organization and writing of compositions is an integral part of this language course. Students enrolled in this course traditionally sit for the Advanced Placement exam. Mastering French Vocabulary; Selections from novels; Thèmes; AP French Manuals.
Independent Study in French This course is offered to boys who have completed French V and who desire additional study in advanced literary, cultural and grammatical topics. Conducted entirely in French, this class meets once a week. In rare instances a student may be allowed to take an independent study concurrently with French V.
French Conversation This immersive course is designed for students with an intermediate to advanced level of French who wish to refine their speaking skills and deepen their understanding of French culture. Through dynamic conversation practice, students will engage in a variety of real-world topics, including current events, cultural nuances, literature, and everyday social situations. Emphasis will be placed on fluency, pronunciation, and expanding vocabulary, while students will gain confidence in expressing themselves naturally in both formal and informal settings. Participants will engage in discussions, debates, and role-playing exercises to sharpen their conversational abilities, with personalized feedback to support growth. By the end of the course, students will feel more comfortable and expressive in their spoken French, ready to navigate any conversation with ease. Prerequisite: Strong intermediate knowledge of French (to be assessed by teacher)
History of French Cinema This course provides an in-depth exploration of the rich and influential history of French cinema, from its early beginnings in the late 19th century to its contemporary innovations. Students will engage with key films, directors, movements, and historical contexts that have shaped the French film industry. We will examine the evolution of cinematic styles, from the pioneering works of the Lumière brothers and Georges Méliès to the French New Wave and the global impact of modern French filmmakers. Key themes such as realism, auteur theory, political and cultural representations, and the relationship between cinema and French society will be explored through critical analysis and screenings of seminal films. This course will also provide insight into how French cinema reflects and challenges social, political, and cultural changes over time. The course’s learning objectives are: to understand the historical development of French cinema; to explore key movements, such as Impressionism, Poetic Realism, and the French New Wave; to identify major French filmmakers and their contributions to the medium; to examine the influence of French cinema on global filmmaking; to critically analyze films in terms of style, narrative, and cultural significance.
Reading Greek
The aim of this course is to introduce students to ancient texts in the original Greek in which they were written. Using a reading approach, students will combine language study with literary analysis as they encounter works from Homer, Plato, Herodotus, Euripides, Marcus Aurelius, Julian, Josephus, and others, covering core vocabulary, forms, and other language features along the way. (Open to juniors and seniors; because the literature we read will vary from year to year, a student may enroll in this class more than once. No prerequisites required, but a conversation with the instructor is recommended prior to enrollment.)
Spanish V
This course covers the equivalent of an advanced college course in writing and conversation. It encompasses reading/listening comprehension and written and oral presentations. Such a course emphasizes the use of Spanish for active communication. The student will be able to comprehend formal and informal spoken Spanish, acquire vocabulary and have a grasp of structure to allow accurate reading of newspapers, magazine articles, and other modern literature texts. Also, the student will be able to compose expository passages and to express ideas orally with accuracy and fluency. Extensive training in the organization and writing of compositions is an integral part of this language course. Texts include “Preparing for the AP Spanish Language and Culture Exam” and “Temas”, as well as selected literature and articles from Spanish language press and news.
Spanish Independent Study
This course is offered to boys who have completed Advanced Spanish and desire additional study in advanced literary and cultural topics. The course is conducted entirely in Spanish and meets once or twice a week. In rare instances a student may be allowed to take an independent study concurrently with Advanced Spanish.
Conversational Spanish Through Culture and Literacy Inquiry Do you want to evolve your Spanish-speaking proficiency from somewhat to truly fluent? This advanced course is designed for students with a strong command of Spanish who want to refine their linguistic proficiency through meaningful discussions and cultural exploration. Using a variety of authentic materials—including articles, short stories, and films—students will engage in thoughtful analysis and conversation on topics of personal, moral, and social significance. Readings will include works by renowned Hispanic authors such as Juan Rulfo, Julio Cortázar, Rubén Darío, and Federico García Lorca, providing rich opportunities for literary and cultural inquiry. Weekly oral presentations will challenge students to articulate their ideas clearly and thoughtfully, drawing from texts, media, and real-world issues. Class discussions will encourage critical thinking, vocabulary expansion, and fluency development in a dynamic, immersive environment. Writing assignments will further enhance students’ ability to express complex ideas with precision and depth. This course offers a rigorous yet engaging approach to language learning, equipping students with the skills needed for advanced communication, analysis, and cultural appreciation in Spanish.
Unveiling the Past: History Through Latin American Literature This discussion-centric course explores the Spanish-speaking world's rich literary and historical traditions, tracing key events and their influence on literature and cultural expression. Students will analyze significant texts, from pre-Columbian myths to contemporary narratives, while refining their critical reading and writing skills in Spanish. Through discussions, research, and creative projects, students will examine how history and literature shape identity, memory, and social change across Latin America. Emphasizing advanced writing proficiency, this course challenges students to produce work that meets the standards of a rigorous college-level curriculum. Through research, discussion, and presentations, students will deepen their understanding of the Spanish-speaking world while honing their analytical and communicative skills in Spanish.
Students practice drawing, painting, sculpture, and related media, and they display their works in school exhibits and publications.
*Grade 9 Studio Art: History and Practice
Throughout this course, students will develop a varied portfolio of artworks, rooted in viewing and discussing art from prehistory through the present from a global perspective. For each project, students will be tasked with analyzing the artists' motivations, historical context and point of view to create an original artwork that is authentic to their interests, experience and point of view. The work for this course consists solely of visual arts projects and class participation and discussions. Project highlights include ceramic figures inspired by prehistoric and ancient art, miniature paintings inspired by illuminated manuscripts and paintings from the Mughal Empire, vanitas still life painting, and a painting inspired by Bahamian figurative painters. The course may be enhanced by a field trip to the Metropolitan Museum of Art and various other art institutions.
Grade 10 Visual Art: Methods and Materials
Students will gain hands-on experience in a variety of historical art-making techniques including two point perspective drawing, oil painting, and ceramic sculpture. Each project invites students to consider the materials and techniques of art making from history, reimagined for our contemporary context. At the end of the course, students will have created a two-point perspective drawing, an oil painting using both direct paint application and glazing techniques and vessels using the pottery wheel. The course may be enhanced by a field trip to the Metropolitan Museum of Art and various other art institutions.
Grades 11 and 12 Studio Art: Drawing
Throughout this challenging and comprehensive drawing course, students will develop a proficiency in drawing beyond what they thought they were ever capable of. Each project begins with viewing works of art for inspiration, followed by careful consideration of what the student might want to achieve through creating their work. Project highlights include a hyper-realist self-portrait drawing, a trompe l'oeil still life, surrealist mannequin drawings, and a narrative drawing with figures in a scene. There is significant dialogue between the drawing and painting courses, with the opportunity to paint for certain projects, if the student feels it better meets his concept. Deadlines for projects are rolling so that students may work at their own pace. Students will participate in semi-annual critiques to present their work and offer feedback to their peers as well as opportunities to write an artist statement and curate and exhibit their work. The course is enhanced by a field trip to the Metropolitan Museum of Art and various other exhibition spaces as opportunities may arise.
Grades 11 and 12 Studio Art: Painting
Throughout this challenging and comprehensive course, students will explore the range of painting along the spectrum from abstraction to realism and through a variety of genres. Students will learn how to mix color through a deep study of color theory and observing and replicating different types of light. Each project will be inspired by viewing and discussing a variety of works from contemporary art and art history, with each student carefully considering how he would like to express himself through the creation of each project. Deadlines for projects are rolling so that students may work at their own pace. Project highlights include a realistic self-portrait, collaborative vanitas painting, trompe l’oeil painting, landscape painting in oil, an abstract painting, and monoprints. Students will participate in semi-annual critiques to present their work and offer feedback to their peers as well as opportunities to write an artist statement, and to curate and exhibit their work. There is significant dialogue between the drawing and painting courses, with the opportunity to draw throughout if the student feels it is a better medium to meet the concept of his work. The course is enhanced by a field trip to the Metropolitan Museum of Art and various other exhibition spaces as opportunities may arise.
Studio Art: Ceramics I
Throughout this challenging and comprehensive ceramics course, students will become experienced in various hand-building and wheel throwing techniques. Each unit of study begins with viewing and discussing various contemporary and historical ceramic works. Students will develop each of their works with a concept in mind through preparatory sketches. Project highlights include a slab box, a hand-built vessel with bodily elements, a sculpture of figures in a scene, a wheel thrown tea set and a functional ceramic lamp. Throughout each project, students will deeply explore a variety of glazing techniques. Deadlines for projects are rolling so that students may work at their own pace for each project. Students will participate in semi-annual critiques to present their work and offer feedback to their peers. The course is enhanced by a field trip to the Metropolitan Museum of Art and other exhibitions as opportunities present themselves.
In this advanced and self-directed studio art course, students will develop a conceptual focus in the form of an artist statement and proceed to create a body of work with the materials that he deems are best suited to express his ideas. This could include a combination of painting, drawing, ceramics, sculpture, video, performance or any other art-making material that suits his concepts. Students will participate in semi-annual critiques to present their work and offer feedback to their peers as well as opportunities to curate and exhibit their work. The course is enhanced by a field trip to the Metropolitan Museum of Art and other exhibitions as opportunities may arise. Any studio art course completed in grade 11 is a prerequisite for this course.
Grade 9 Music: Popular Music History, Theory and Practice
Throughout this semester-long course, students will study a broad range of music from historical and contemporary musicians, considering the context and motivations of the artists. Students will spend the majority of their time in class actively playing instruments, such as the guitar, bass, drums, piano and voice. They will apply their skills and knowledge to identify their affections as musicians and develop their own distinct voices as artists. Students will have the opportunity to perform in class and collaborate with other students and music theory will be integrated throughout the course.
Throughout this comprehensive guitar ensemble class, students will learn how the guitar has been played throughout history and in a variety of genres, through hands-on practice in class with music theory taught throughout. Students will be encouraged to apply their skills and knowledge to performance, composition and collaboration with other students throughout the class.
Through this dynamic year-long course offered to both juniors and seniors, students will develop their musical skills in a variety of instruments: voice, guitar, piano, bass, and drums in order to compose and produce unique music individually or in collaboration with other students. A variety of musical influences will be introduced and students will also learn how to compose music and produce music videos. By the end of the year, students will be confident musicians and there will be opportunities for learning audio engineering skills as well.
**Upper School Chorus **
The Browning Upper School Chorus is a yearlong half-credit performance elective open to all boys in the Upper School. Fundamental singing technique is emphasized through the study of music ranging from popular to classical. Two- and three-part arrangements for men’s voices are the standard, but mixed-choral arrangements are prepared for performances with Interschool groups and international choirs held during the academic year. The chorus also performs for a number of school functions including the Holiday Program, Interschool Choral Festival, and Graduation. Rehearsals focus on increasing musicianship, refining communication and emotional expression, and building ensemble skills.
**Ovation Orchestra **
The Browning Ovation Orchestra is a yearlong non-credited ensemble open to all boys studying a musical instrument, with permission of the director. Boys study technique and work together to create a balanced ensemble sound. The repertoire ranges from classical to contemporary music, and is rehearsed to performance level.
**A Cappella ensemble - “A CaPanthers” **
This is a yearlong, non-credited ensemble for boys, by invitation from the choral director or audition. Boys meet once a week with the director to rehearse the complex musical material - which requires superior musicianship and vocal ability - as well as performance choreography.
This semester-long required course is designed to help students develop excellent oral communication skills and to teach them to express themselves in a clear and articulate manner in all circumstances, including classroom discussion, debates, interviews, persuasive oratory, and other public speaking occasions. Students are encouraged to develop confidence and poise when they present themselves in their public and personal lives. Emphasis is placed on content as well as nonverbal communication and the incorporation of technology in presentation.
Grade 11 and 12 The Actor’s Gym: Advanced Technique and Scene Study
Take your acting skills to the next level! In “The Gym” we will focus on learning to dive more deeply into our authentic selves and sharpening our technical abilities in order to bring characters and stories to life. The work will be centered on extensive scene study: two- or three-person scenes–-chosen from stage, film, and TV–-that will take a generous period of time to develop, rehearse, and present. We will also spend time doing various acting exercises that prepare us for the work that we are undertaking. NOTE: Students need not have taken 10th grade Drama to be considered for this elective, but we will continue to explore some of the concepts from that course.
The Advisory system connects each student to a faculty member who leads a group of eight to nine students as their advocate and adult resource during their Upper School years. From Homeroom to a dedicated period for Advisory, these groups gather to build community and reflect on growth over time. Grade 9 and Grade 10 students will be in advisory groups with grade-level peers, while Grade 11-12 students meet in mixed groups.
Boys learn to develop their information literacy and research skills, comfortably navigate the library’s resources, and appreciate diverse stories and genres from a multitude of perspectives.
The Research Principles Course is designed for grade 10 students and is a prerequisite for grade 11 Research, providing them with a unique opportunity to explore their interests while developing essential research and critical thinking skills. The course is structured into two semesters: the first semester focuses on introducing and reinforcing MLA format, providing students with the necessary skills for research and writing in the humanities. Collaboration with the history department allows for interdisciplinary projects that deepen understanding and relevance, while an emphasis on executive function skills promotes organization, time management, and self-regulation. The Upper School Browning library will serve as the central meeting point for this course, where students will engage in in-person activities that enhance their information literacy by learning to formulate research questions, conduct literature reviews, and analyze information effectively. The second semester emphasizes APA and Chicago styles to support and guide students in their Junior research projects in their selected field of interest.
This Grade 11 Research Class offers students a unique opportunity to explore their interests while cultivating their research and critical thinking abilities. Students will actively engage in projects that align with their passions, facilitating the development of essential academic and research writing skills.
Research has the remarkable ability to invigorate subjects that may otherwise appear dry or uninteresting. By encouraging subject-specific exploration, we aim to ignite passion and purpose in our students. Through this mode of study, students can unlock their potential, discover new avenues of inquiry, and develop a deep sense of ownership over their learning experiences.
This course is designed to guide students through a comprehensive research process, emphasizing the key stages of introduction, reinforcement, and mastery of research skills. Students will have the unique opportunity to choose a focus for their research, allowing them to explore their interests. As part of the course, students will benefit from collaboration with research Institutions: where they will engage with renowned organizations such as the New York Historical Society and the New York Public Research Library to gather historical data and resources, while also partnering with Memorial Sloan Kettering for information on current scientific studies and developments. Join us on this journey to become confident and skilled researchers!
Students explore computational thinking, problem solving, robotics, and their basic understanding of programming, engineering, and design skills, building a basic understanding of technological concepts and operations, including the handling and appropriate use of devices, and digital safety and literacy.
In Grade 9, students continue to learn the basics of text-based coding with Python using CodeHS, an online learning platform. Concepts covered include declaring variables and functions, control statements, iteration, conditional statements, and decomposition. Each student uses the basic skills they learn in the classroom to build a trivia game or choose-your-own-adventure game to create their final projects.
In Grade 10, introduction to engineering is designed to give students a basic understanding of the engineering-design process. Specifically, students will learn basic fabrication techniques and the use of fabrication tools such as CNC, laser cutter, 3D printer to learn the basics of the engineering design process equipped with the tool necessary to build larger engineering projects.
In Grade 11, Introduction to AI is a half credit course that will explore the concept of prompt engineering, understanding how AI works and the potential uses and applications of AI in the world today. Specifically, students will learn fundamental AI concepts such as search algorithms, machine learning principles and knowledge representation, while also gaining practical skills in crafting and refining prompts for large language models and other AI tools.
Building upon the foundations established in Introduction to Engineering, this course challenges students to deepen their understanding of engineering design, robotics, and advanced problem-solving. Students will refine their skills in CAD modeling, programming, and mechanical design while tackling more complex robotics challenges. The course emphasizes iterative development, strategic engineering decision-making, and team collaboration. Participants will engage in hands-on projects that require them to prototype, test, and optimize robotic mechanisms using advanced fabrication techniques and computational tools. Students will also take on leadership roles within their project teams, honing their ability to document, present, and defend their engineering decisions. A focus on competition-based problem-solving, including participation in the FIRST Tech Challenge or similar design challenges, will drive engagement and innovation. Through this experience, students will strengthen their technical abilities, develop resilience in troubleshooting complex systems, and cultivate the professionalism and communication skills essential for success in the engineering field.
For Grade 11 and 12, this is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems—including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.
For Grade 11 and 12, this is an introductory college-level computer science course. Students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures. This course focuses on big ideas that encompass core principles, theories, and processes of computer science. Students learn to code in Java, and explore its integration into a wide array of STEM-related fields.
This is an introductory college-level course where students learn to understand, ask questions of, and represent data through project-based units. The units will give students opportunities to explore data through active engagement, developing their understanding of data analysis, sampling, correlation/causation, bias and uncertainty, modeling with data, and making and evaluating data-based arguments, and the importance of data in society. At the end of the course, students will have a portfolio of data science work. The course will provide students with opportunities to understand the data science process asking questions, gathering and organizing data, modeling, analyzing and synthesizing, and communicating. Students will work through this process in a variety of contexts. Students learn through making sense of complex problems, then through an iterative process of formulation and reformulation coming to a reasoned argument for the choices they will make. Advanced Computer Science Principles or Advanced Computer Science A is a prerequisite for this course.
Our Peer Leadership group is a team of Grade 12 students who meet weekly with Grade 9 students to discuss and advise them about the academic and social challenges and joys ahead of them. Peer Leaders are selected through a rigorous application process and are trained before student orientation in the fall. The Peer Leaders also meet regularly to discuss and learn about effective leadership, as well as to plan lessons for and reflect on their meetings with Grade 9 students.
The Health and Wellness team consisting of two counselors, a health teacher, and a consulting psychologist provides faculty with strategies, book recommendations, and curricula to help students develop social and emotional skills. Lower School students participate in weekly health lessons for one semester of each year. In grades 1-3, the Health and Wellness program covers a variety of topics, including friendship, empathy, conflict resolution, mental wellbeing, hygiene, safety, decision making, body systems and nutrition. In grade 4, students also explore the physical, emotional, and social changes that happen during puberty.
A year-long course that meets one to two times per week and primarily utilizes a discussion-based format, Health & Wellness 9 introduces students to topics that expands their understanding of themselves, others, and the world around them through the 10 dimensions of wellness. Students cultivate skills to advocate, make informed health enhancing decisions, communicate with others effectively and access valid information related to health and wellness.
In this year-long course, boys will be asked to consider how masculinity is understood and performed as well as where those understandings come from and are lived. Through examining a variety of media and artifacts, students will critically examine the role culture plays in the lived experience of the various masculinities they encounter. They will enter into conversation with each other, ultimately developing their own understanding of what makes up healthy masculinity in the 21st century.
In this semester course, boys will be asked to read and reflect on friendship and connection, as we see the growing trend of loneliness in men and boys in society. Through examining a variety of texts and media that reveal attitudes and messages they are exposed to relating to masculinity and friendship, students will explore their own experiences, attitudes, and aspirations towards adulthood as it relates to gender, friendship, and connection.
A semester long class that meets weekly with the seniors to cover many aspects of Wellness as they prepare for college. The overall goal of this course is to help prepare seniors for the transition from high school to college and life on campus. Topics include separation from family, home, friends and high school; STIs; contraception; sexual assault; consent; drugs and alcohol; mental and physical health. Class consists of presentations and discussions given by the students to a panel of staff from Browning.
Keeping in mind the values of curiosity, dignity, and purpose, Browning students are encouraged to seek and participate in opportunities for social impact. The school maintains relationships with various community-based organizations and offers regular volunteering events. The Green Team, in partnership with members of the Science faculty, leads a number of environmental and sustainability-related service projects as well as our annual celebration of Biodiversity Day. Additionally, boys lead fundraisers, food, clothing, and toy drives throughout the year, along with public awareness campaigns for important social issues. Much of this work is initiated by student councils, but any individual may bring an idea to the office of Social Impact. We are very proud that the service performed by the boys is entirely voluntary. Browning maintains a culture of giving in which boys understand their responsibilities to the communities that nurture them.
Senior Projects, our spring program for Grade 12 boys, requires a substantial volunteer for boys, which begins with the conclusion of academic classes for seniors in late May. Symbolically capping a Browning boy’s career, seniors volunteer with nonprofit organizations across the city including Make-A-Wish Foundation, Brooklyn Book Bodega, Grassroots Grocery. Students translate learned skills into real-world impact, reflecting their development in research, hands-on learning, planning, teamwork, and presentation.
The Physical Education staff promotes fitness and conditioning, stress-release activities, the advancement of teamwork and strategy, the relation of mind/body concepts, the importance of lifetime sports and fitness, and an awareness of outside professional sports and activities. Boys can participate in interscholastic sports or physical education classes in the Upper School
Physical Education in grade nine will prepare boys for various athletic activities and instruct them in fitness. Each class meeting, students will have the chance either to hone their skills in soccer, basketball and/or baseball, or to participate in weight training and cardiovascular exercise. Successful completion of this course will result in students having a working understanding of a variety of athletic skills and also the confidence to use the weight room effectively.
Basketball Skills Development This course for juniors and seniors is meant to develop your basketball skills in order to be successful in organized games. It teaches the fundamental skills and rules of basketball, including dribbling, passing, shooting, and defending. The course may also cover team strategy and offensive and defensive plays in addition to conditioning.
Baseball Skills Development The baseball skills development course intends to help juniors and seniors hone their skills in order to be successful in high level games. We teach the fundamental skills of baseball, including throwing, catching, hitting, fielding, and base running. We will also cover defensive tactics, team strategy, and conditioning.
Soccer Skills Development Our soccer skill development course aims to teach the basic skills of soccer, such as dribbling, passing, and shooting to juniors and seniors. We may also cover rules, field positions, conditioning and tactical skills. It is meant to allow students the opportunity to prepare themselves to play in high level soccer games.
Weight Training This weight training course will teach juniors and seniors how to safely and effectively lift weights, and how to use weight training to develop strength and fitness. The goal is for students to develop a lifelong love of physical fitness and be able to successfully implement their own workout plans in a safe and healthy manner.
Browning recognizes the importance of athletics and athletic competition in the lives of boys and provides a number of team options each season. Dedicated to the moral and character development of their players, coaches strive to instill in each boy an abiding commitment to good sportsmanship coupled with a sense of responsibility both to himself and the team. Interscholastic team sports are open to students in Grades 7 through 12 in good academic standing.
The athletic department makes use of facilities both at school and within New York City. The soccer and baseball teams practice and play games at fields on Randall’s Island. The track team makes use of Van Cortland Park, Astoria Park and Central Park. In addition to the Upper and Lower gyms at school, the basketball teams take advantage of the gymnasium facilities at Club Equinox for practices and games. The tennis team plays a number of its matches at the National Tennis Center, in Flushing, Queens, and practices there as well.. Golf team practices are held at a virtual simulator close to the school and; matches are held at Mosholu Golf Course.
The Browning School competes inter-scholastically in the following sports:
Soccer: Varsity and Junior Varsity
Cross Country: Varsity
Basketball: Varsity and Junior Varsity
Squash: Varsity
Indoor Track: Varsity
Table Tennis: Varsity
Baseball: Varsity
Tennis: Varsity
Track: Varsity
Golf: Varsity
Student Assessment
Upper School students receive four academic reports each year with letter grades that indicate the student's performance against learning targets. Mid-semester reports teacher comments that are typically the focus of meetings with boys, families and teachers and/or advisors in the late fall and early spring. Students also have the opportunity to take Advanced Placement tests in several subjects, if they have demonstrated commitment and content mastery in our advanced courses.
Student Support
The Student Support Team (SST) is a collaborative group of educators who meet weekly in each division to plan for and facilitate the support and resources each student needs to thrive. The SST includes division heads, deans, counselors, our nurse, academic learning specialists, and the Chief of Equitable Practices. This team works closely with teachers, families, and students to ensure the success of every Browning student. Each division has a dedicated learning support specialist who offers targeted inventions for students. Upper School students' mental health and wellness counseling needs are met by an Upper School counselor.
