Curriculum Map

The writing program emphasizes the process of writing. Students use the stages of the writing process – collecting, drafting, revising, editing and publishing – to develop pieces of writing over time. Students write every day and Writer’s Workshop takes place almost daily. In Writer’s Workshop, students participate in age-appropriate mini-lessons. Here they learn strategies specific to the genre they are writing and the stage of the writing process they are using. These mini-lessons include collecting strategies (brainstorming, webbing, mapping), ways to develop drafts, methods for revising content and strategies for editing spelling, punctuation, grammar and sentence structure. Students share writing regularly and have conferences with peers and teachers frequently. Students read and write in a variety of genres. Vocabulary is emphasized. High-frequency, priority spelling words are learned. Speaking and listening opportunities occur regularly as students share work with a partner, the class, or the whole school. Handwriting is emphasized in the lower grades and shifts to word processing as students mature.

The focus of social studies/history is creating enduring habits of mind that are integrated to all subject studies. Students, through studies of various cultures and communities, learn to appreciate community and different perspectives and learn to respect individual, social and cultural diversity. Students gather and share information and, in that process, learn to distinguish fact from opinion. Students identify cause and effect relationships as they analyze and question historical reports in the course of research. Through these relationships, they learn how freedom and responsibility are related. The students learn the art of reading and making maps as they study various aspects of world and local geography each year.

The science program encourages students to observe, question, hypothesize and communicate. Students develop research or experimentation techniques as they attempt to answer questions as outlined above in the scientific method. Using appropriate measuring, mathematical, operational or observational tools in a given situation, students record data and analyze results. Students learn that seeing themselves as part of a greater ecosystem involves respect, protection and stewardship. Students develop scientific habits of mind with a focus toward honoring different strategies and possibilities, integrity in reporting, effective communication and understanding the process rather than the product of scientific work.

In the Lower School Spanish program, homeroom thematic units are woven into the curriculum through Teaching Proficiency through Reading and Storytelling (TPRS) – a natural approach to language acquisition. Through TPRS, students apply movement to language in order to convey meaning as they speak. Active engagement with classroom activities allows students to explore language and culture through music, art and community events.

The Arts program is process-oriented and helps children to develop a passion for works of art created by  nature, others and themselves. Students develop sensitivity and awareness of the way art touches our everyday lives and an acceptance and openness to the diversity of artistic expression. Students are challenged to explore, risk and invite new ideas to ultimately develop the skills to find their own creative voice.

Music
The Orff Schulwerk approach is used in music instruction. Students experience music through song, movement, dance, improvisation, instrumental work, listening and critiquing, which leads to the development of increasingly sophisticated skills and the understanding of musical concepts.

Drama
The Drama program in the Lower School is designed to foster creative self-expression through the engagement of voice, body and imagination in a safe, process-oriented environment. Students begin to explore the many facets of rehearsal and performance through theatrical improvisation games focusing on building trust, confidence, public speaking and the ability to work well in a group and connect with others.  At every grade level there is an integration of core curriculum and reading comprehension which allows the student to have a kinesthetic response to written language in a nurturing, collaborative atmosphere.

The main goals of the Lower School Physical Education program are to help children become skillful movers and to develop positive attitudes towards themselves and towards physical activity. To accomplish these goals, our primary focus is on skill themes and movement/fitness concepts that fall into five Physical Education Standards aligned with USA National Standards for Physical Education, Health, and Physical Fitness. Sample Performance Outcomes or Benchmarks for each of these standards is grade specific and includes benchmark indicators.

The goal of the technology program is to integrate developmentally appropriate technology skills into all areas of the curriculum. Students learn to be skillful producers of information, using various technology tools to communicate, illustrate and solve problems and develop as thoughtful and responsible consumers of information by learning to access, evaluate and use information from online sources. All skills are meant to be cumulative; that is, the skills learned in one grade level will be used again as students progress through higher grades.