Upper School Students Take the January Journey

Each January at GFS, upper school students take a break from their studies and school day routine to venture out into the unknown. Through two programs – January Term and Junior Projects – they dive deep into their interests, and have the chance to experiment, question, and sometimes play. In the end, they get to know themselves better and gain clarity on future pursuits whether those are classes next year, hobbies and passions, majors in college, or jobs and internships. 

“These signature programs are a major component of the Upper School curriculum,” said Matthew Young, Director of the Upper School. “While other schools offer pieces of our program, no one else goes all in as we do.”

Going all in means remaining ambitious, each year looking at how to innovate and improve. The offerings are broad by design with more than 80 classes and five international programs for J-Term and endless possibilities for Junior Projects. 

“We want January to be a space for creation and collaboration outside of the normal,” said Young. “Our goal is for students to emerge inspired, with new knowledge, and new relationships with themselves and others.” 

Junior Projects
Junior projects take 11th graders on a journey, often off-campus, that they began to brainstorm in the spring of their sophomore year. While faculty are heavily involved, providing guidance and support, it’s up to each student to formulate their month-long experience including reaching out to potential supervisors. 

“It’s a significant amount of freedom and an incredible opportunity for students to do something they always wanted to do,” said faculty advisor Ted Oxholm, a history and social studies teacher. 

One student worked in construction last year. Many students work in a career field they’re considering, reporting for duty at engineering firms, architecture firms, hospitals, research labs, bakeries and schools. 

Maya Sanseverino ’25 knew she wanted to focus on education and work outside the local area. She reached out to Heather Crystal ‘87 who teaches at the International High School for Health Sciences in Queens to discuss her project. The school solely serves students who immigrated to this country within the last four years. Her mom and dog joined her in an AirBNB, which was a 20-minute walk away from the school. 

Already having experience with younger children and considering education as a college major, Sanseverino was excited to add high school to her repertoire. She spent most of her time in a class for students with limited or interrupted formal education. Currently in Spanish 3, she found she was able to help the mostly Spanish-speaking students build beginner English skills. 

Because the school believes in preserving students’ native language, the class involved learning English and Spanish simultaneously. 

What surprised her the most was how different each students’ learning style was. She was happy to find that she could connect with them although admits it could be hard at times. Because she is learning Spanish and they are learning English, she believes that it led to a shared vulnerability that helped them relate to each other. 

“Some like to joke around more, while some want to have more heartfelt conversations and interactions,” said Sanseverino. She learned from both Crystal, who is Vice Principal, and the classroom teacher how to balance making sure students had fun while also learning. 

Her advice to other students: Do what you’re passionate but also a little nervous about. 

Other students orchestrate a totally independent project such as writing their own novel. Sebastian Woods wanted to learn more about himself by drawing and painting on his own in the studio at school. When he presented his project to 9th and 10th graders, teachers and staff, he shared he spent a lot of time considering his project’s goals: to experiment and experience discomfort. Throughout, he made some amazing connections.

“I learned that experimentation added an element of surprise which was really enjoyable. I also reconnected with my 4th grade art teacher who had encouraged me to experiment. And surprisingly, I saw the connection between art and track, which I also love, and how one feeds the other.” 

“Jr projects require incredible independence,” said Oxholm. “It’s a student-driven process and it's amazing to see what our students accomplish when they are given the freedom to pursue their interests and passions.”

J-Term
January Term, or J-Term, opens space for students and teachers to explore passions through month-long classes using an entirely different learning mode. 

“Through J-Term, students and teachers are unleashed,” said Kasey Henderson, Director of January Term and Classics teacher. “They’re released from the normal routine so they can focus on the most joyful and adventurous aspects of teaching and learning.”

The courses vary widely and are in topics that aren’t generally covered over the course of the year. This year’s topics included everything from gerrymandering to urban fitness to cryptography, all advanced and often interdisciplinary, giving students a taste of college-level work. Reflection helps them integrate what they learn and build on prior year’s experiences. 

“The idea behind J-Term is learning and teaching without boundaries," said Henderson. “Teachers collaborate across departments. Students are in the driver’s seat and learn and grow as thinkers.”

Most of all, students have fun during J-Term. And this fuels intrinsic motivation, one of Henderson’s main goals, by inspiring students through interest and fun, rather than grades or deadlines. It’s excellent preparation for college, and ultimately for life, to realize that learning has its own immense rewards. 

To strengthen intrinsic motivation, students determine how far they’re going to push themselves. Henderson finds that sometimes students don't engage deeply but then see their friends who did and what they experienced as a result. She believes this may be the best learning experience they could have. 

To infuse more fun and play Henderson piloted pop-up classes, single-session workshops to complement longer courses, during this year’s J-Term. It’s something she plans to feature even more next year. Students got the chance to try something new in an informal setting. Classes included Amazing Card Tricks, Artificial Intelligence Open Forum, Chinese Cinema, Design Challenge: Tallest Straw Tower, Learn to Throw a Shot Put, Logic Puzzles, and Recorder Consortium. 

Several students traveled to South Africa in January to study leadership and entrepreneurship. By all accounts, the experience was transformational. 

“The students immersed themselves in an entirely different entrepreneurial space,” said Young. “Students were put in the place of being changemakers.” 

It’s what January is all about: encouraging and nurturing students’ ‘aha’ moments in our city and the world.