SA Lower School Course Curriculum 2023-2024

SEWICKLEY ACADEMY LOWER SCHOOL

2023 - 2024 COURSE CURRICULUM

SEWICKLEY ACADEMY MISSION & EARLY CHILDHOOD PHILOSOPHY

SEWICKLEY ACADEMY MISSION

Sewickley Academy inspires and educates students to engage their hearts, minds, and hands to cultivate their full individual and collective potential in the service of a greater good.

EARLY CHILDHOOD PHILOSOPHY

The Early Childhood program appreciates children as natural learners who constantly question and explore what they experience in their environment. The program is inspired by Reggio Emilia and employs an inquiry-based approach that leverages children’s natural learning processes through play, conversation, and positive relationships. Teachers provide provocations that pique children’s curiosity and then guide them in exploring concepts, recording their discoveries, and constructing knowledge. The outdoors is an extension of the classroom; the playground, the wooded ravine, the Early Childhood Greenway, the Secret Garden, and Fern Hollow Nature Center are all integral parts of the learning environment.

TABLE OF CONTENTS

PRE-KINDERGARTEN

EARLY CHILDHOOD PHILOSOPHY

The Early Childhood program appreciates children as natural learners who constantly question and explore what they experience in their environment. The program is Reggio Emilia inspired and employs an inquiry-based approach that leverages children’s natural learning processes through play, conversation, and positive relationships. Teachers provide provocations that pique children’s curiosity and then guide them in exploring concepts, recording their discoveries, and constructing knowledge. The outdoors is an extension of the classroom; the playground, the wooded ravine, the Early Childhood Greenway, the Secret Garden, and Fern Hollow Nature Center are all integral parts of the learning environment.

Pre-K Exploration

Teachers create an environment that provides just the right amount of support through a balance of direct instruction and organic play in order for each child to reach their individual learning goals. Every day children learn to exercise the mental process of observing, questioning, exploring, and reflecting as they investigate the world around them. Indoor and outdoor play, both student-guided and teacher-guided, provides an opportunity for children to explore concepts, expand their physical and intellectual skills, and practice social interactions. Structured experiences such as circle time and read-alouds introduce children to age-appropriate self regulation and group skills. Guided investigations allow children to make discoveries about the natural and physical world as they conduct observations, pose questions, and pursue areas of personal interest with the teacher as a facilitator.

Pre-K Literacy

The Pre-K literacy program encourages receptive and expressive language skills through listening, speaking, reading, and handwriting activities. Rich literature exposes children to story structure, vocabulary, and lyrical language every day. Classroom read-alouds provide “windows and mirrors” in which students are exposed to diverse characters unlike themselves as well as characters that reflect themselves and their families.

Students develop and reinforce phonemic awareness in order to support emerging reading and writing skills. Games, songs, chants, and activities develop pre-reading skills like rhyming, syllabification, and sound substitution. Students learn alphabet letters and their corresponding sounds. Pre-reading skills and phonemic awareness are taught through the Heggerty curriculum and monitored using FastBridge assessments.

Handwriting is taught through the Learning Without Tears program. Correct uppercase letter formation, pencil grip, pressure, and control are emphasized. Children learn how to form letters by first making them with wooden pieces, then practicing using various materials such as play dough, sticks, sand, and other items found in or around the classroom, before writing the letters with paper and pencil.

Children are encouraged to find their voice as storytellers from the very beginning, through a combination of dramatic play, oral language, drawings, and early writing efforts. They learn that they can use drawing and early writing to record observations, share stories, and communicate ideas. Even before they are ready to attempt text, they become enthusiastic storytellers and confident “writers.”

Pre-K Math

The Pre-K math program fosters the development of mathematical thinking by providing a wide range of materials and engaging students in real-world problem-solving opportunities. Mathematical concepts are

embedded in everyday play. Teachers work with individual children, as well as small groups, to address individual needs and different learning styles. Students explore concepts such as counting, one to one correspondence, sorting, grouping, addition, and subtraction through free play and guided investigation with manipulatives. Children learn to see math in the world around them and to recognize when they are using math in their everyday activities.

Pre-K Partnership with Fern Hollow Nature Center

Sewickley Academy’s idyllic surroundings lead to many child-directed research studies and wonderings. From the flow of water through the sand, to the erosion along the ravine, questions percolate through the discussions that arise as part of our daily outdoor education. To further extend the strong connection to nature that is part of the Reggio Emilia approach, our Early Childhood program has partnered with the environmental educators at Fern Hollow Nature Center to explore local green spaces and focus on local plants, animals, and ecosystems. In addition to learning about science and the environment during their weekly visits to Fern Hollow, the children practice important skills such as curiosity, imagination, innovation, perseverance, self-direction, planning, and teamwork. Interactions with natural environments and their inhabitants also encourage children to experiment with the perspective of others, supporting their growing social consciousness.

Pre-K Specialist Classes

Pre-K students participate in classes taught by the Lower School specialist teachers. Specials include studio art, music, library, dance, Spanish, and physical education. The computer science teacher collaborates with the Early Childhood teachers to provide programming and robotics experiences within the classroom.

The specialist teachers and other members of the Sewickley Academy community also support particular investigations happening in the classroom. For instance, the school carpenter may work with the students to design and build a new shelf for the classroom; the groundskeeper may come teach the students about a vine that has caught their attention in the ravine; or the Spanish teachers may join the students to conduct a Morning Meeting in Spanish. Having Pre-K–12 students all on one campus also allows for cross-age buddy programs and partnerships with older students.

EARLY CHILDHOOD PHILOSOPHY

The Early Childhood program appreciates children as natural learners who constantly question and explore what they experience in their environment. The program is inspired by Reggio Emilia and employs an inquiry-based approach that leverages children’s natural learning processes through play, conversation, and positive relationships. Teachers provide provocations that pique children’s curiosity and then guide them in exploring concepts, recording their discoveries, and constructing knowledge. The outdoors is an extension of the classroom; the playground, the wooded ravine, the Early Childhood Greenway, the Secret Garden, and Fern Hollow Nature Center are all integral parts of the learning environment.

Kindergarten Exploration

Teachers create an environment which supports learning and growth through creative, exploratory play and investigation. Building elaborate structures, engaging in imaginative drama, and exploring a wide variety of materials all contribute to the development of strong social and academic skills. Guided investigations allow children to make discoveries about the natural and physical world as they conduct observations, pose questions, and pursue areas of personal interest with the teacher as a facilitator. Even in free play and exploration, children are encouraged to be reflective and deliberate learners. With teacher modeling, they formulate questions, postulate answers, and plan the steps they will take towards a goal. They learn to document their creations and accomplishments in sketches, text, and photographs, which in turn leads to further reflection about their own process and learning. Teachers both plan provocations and follow children’s interests as they nurture their curiosity and efficacy as self-directed learners.

Kindergarten Literacy

The Kindergarten literacy program encompasses reading, writing, listening, speaking, and handwriting and is informed by the Science of Reading. Kindergarten students are constantly immersed in language and literacy. They practice pre-reading and early reading skills through the Heggerty phonemic awareness curriculum and the Sadlier Phonics Into Reading program. These programs teach children the phonemic awareness and phonics skills necessary to decode (read) and encode (write) words. Identifying letter names and sounds, discriminating between beginning, middle and ending sounds in words, segmenting and blending sounds, and recognizing a core group of sight words are some of the skills taught. The teachers work with individuals and small groups to meet the students where they are and build on their current knowledge. FastBridge assessments are used to monitor student progress and identify students in need of additional support.

Literacy skills are embedded in everyday activities and reinforced through a structure called The Daily 5. The Daily 5 is a classroom literacy routine that teaches independence and gives children the skills needed to create a lifetime love of reading and writing. It consists of five tasks that are done every day. The five tasks are Read to self, Word work, Work on writing, Listen to reading, and Read to someone. During Daily 5 time, teachers work individually with students and in small groups, providing direct instruction, supportive practice, guided reading experience, and essential feedback.

Read-alouds make up an important part of every day. Rich literature exposes children to story structure, vocabulary, and lyrical language, while nonfiction books are regularly relied on to inform investigations. Classroom read-alouds provide “windows and mirrors” in which students are exposed to diverse characters unlike themselves as well as characters that reflect themselves and their families.

Handwriting is taught through the Handwriting Without Tears program. Correct upper and lowercase

letter formation, pencil grip, pressure, and control are emphasized. Children learn how to form letters first by making them with wooden pieces, then by practicing on chalkboards, and finally, by writing the letters, words, and sentences within the correct lines on paper.

Children are encouraged to find their voice as storytellers through a combination of dramatic play, oral language, drawing, and writing. They learn that they can use writing to record observations, share stories, and communicate ideas. The children use their knowledge of words and sounds to approximate spelling, empowering them to be prolific writers and communicators of ideas even before they have mastered traditional spelling. They are motivated to write for authentic purposes such as drafting project plans, documenting projects and experiences, captioning pictures, writing letters, making signs, and authoring their own books.

Kindergarten Math

The Kindergarten math program, Bridges in Mathematics, fosters the development of mathematical thinking and sets the foundation for mathematical learning throughout the Lower School. Bridges Number Corner, a skill building program that revolves around the classroom calendar, provides continual exposure to broad mathematical concepts that will be explicitly taught in future lessons. The kindergarten Number Corner routines emphasize two critical areas: representing and comparing whole numbers, and describing shapes and space. Lessons employ a hands-on approach to learning and use materials that allow children to use observation, critical thinking, and problem-solving skills. Kindergarten students are encouraged to identify mathematical concepts in the world around them and to recognize themselves as mathematicians. Additional kindergarten math topics include number concepts, sorting, classifying, patterns, graphs, addition and subtraction, and problem solving through modeling.

Kindergarten Science

The Kindergarten science program emphasizes observation and inquiry. Children learn to observe, question, explore, and reflect as a means to discover science concepts. They look for the “big ideas” of science, such as cycles, change, and patterns, in many different facets of the world around them. They develop skills and knowledge through everyday interactions with the indoor and outdoor surroundings, including nature exploration in the Early Childhood Greenway, the wooded ravine, the Secret Garden, and other spaces on campus. The science program capitalizes on students’ specific interests and the questions that they pose. Inquiry lessons might grow from students’ explorations of ramps, wheels, light and shadows, balance, or the night sky. Students are also exposed to scientific experiments which lead to discussions about hypotheses, how to record data, and the attributes of a scientist.

Kindergarten Partnership with Fern Hollow Nature Center

Sewickley Academy’s idyllic surroundings lead to many child-directed research studies and wonderings. From the flow of water through the sand, to the erosion along the ravine, questions percolate through the discussions that arise as part of our daily outdoor education. To further extend the strong connection to nature that is part of the Reggio Emilia approach, our Early Childhood program has partnered with the environmental educators at Fern Hollow Nature Center to explore local green spaces and focus on local plants, animals, and ecosystems. In addition to learning about science and the environment during their weekly visits to Fern Hollow, the children practice important skills such as curiosity, imagination, innovation, perseverance, self-direction, planning, and teamwork. Interactions with natural environments and their inhabitants also encourage children to experiment with the perspective of others, supporting their growing social consciousness.

Kindergarten Specialist Classes

Kindergarten students participate in classes taught by the Lower School specialist teachers. Specials include studio art, music, library, dance, Spanish, and physical education. The computer science teacher collaborates with the Early Childhood teachers to provide programming and robotics experiences within the classroom.

The specialist teachers and other members of the Sewickley Academy community also support particular investigations happening in the classroom. For instance, the school carpenter may work with the students to design and build a new shelf for the classroom; the groundskeeper may come teach the students about a vine that has caught their attention in the ravine; or the Spanish teachers may join the students to conduct a Morning Meeting in Spanish. Having Pre-K–12 students all on one campus also allows for cross-age buddy programs and partnerships with older students.

LOWER SCHOOL PHILOSOPHY

The Sewickley Academy Lower School is a challenging and supportive environment that promotes children’s social, emotional, and academic development. Teachers partner with families to nurture the whole child, celebrating each child’s personal, cultural, and academic identity. Students are active learners, taught to question, collaborate, research, and take academic risks. As they move through the Lower School, children are encouraged to explore different talents and to develop an awareness of their own strengths and learning styles. Essential attributes such as curiosity, creativity, perseverance, flexibility, responsibility, and self-advocacy are reinforced in every classroom.

Grade 1 Literacy

READING—Formal reading instruction begins in Grade One and is informed by the Science of Reading. In addition to the dedicated reading block, reading instruction takes place constantly throughout the day. The Reading Specialist co-teaches with the Grade One teachers during the reading block to reduce the student-teacher ratio for small group work and to provide ongoing monitoring and assessment. Instruction is a combination of whole group mini lessons within the Daily 5/Reading Workshop model and targeted, needs-based small group work. Grouping is fluid, flexible, and dependent upon the needs of individual children. Leveled readers, decodable books, and trade books, including fiction, nonfiction, and poetry, are used. The Heggerty phonemic awareness curriculum and the Sadlier Phonics Into Reading program also continue to support children’s growing skills. The children are screened throughout the year, and reading material is adjusted to fit their needs. FastBridge assessments are used to monitor student progress and identify students in need of additional support.

WRITING—Students write daily, for a multitude of purposes. The core of the writing curriculum is the Writing Workshop, in which children create stories, poems, and books of their own. Writer’s craft, along with the mechanics of writing, is taught daily through whole group mini lessons and individual conferencing. Conventions such as capitalization, punctuation, and use of familiar spelling patterns are reinforced in everyday writing. Examples of the Writing Workshop units of study that guide children’s growth as writers are Small Moments: Writing With Focus, Detail, and Dialogue; Nonfiction Chapter Books; Writing Reviews; and From Scenes to Series: Writing Fiction.

WORD STUDY—Word study includes phonemic awareness, phonics, spelling, and vocabulary. The Heggerty curriculum is used to continue the development of phonemic awareness. Phonics and spelling patterns are taught and practiced in a developmentally appropriate sequence based on the Sadlier Phonics Into Reading program. Students investigate and understand the patterns in words through a variety of word-building games and activities. Sight words, or frequently occurring words that students should recognize on sight, are taught and tested weekly. As the students’ repertoire of spelling patterns and sight words grow, their everyday spelling more closely resembles conventional adult spelling. Correct printing, including letter formation and spacing, is taught with the Handwriting Without Tears program.

Grade 1 Math

The Lower School math program, Bridges in Mathematics, fosters the development of mathematical thinking and sets the foundation for mathematical learning throughout the Lower School. The program consists of three main components: Number Corner, math games, and Bridges lessons. Number Corner, a skill building program that revolves around the classroom calendar, provides continual exposure to broad mathematical concepts that will be explicitly taught in future lessons. Bridges lessons provide direct instruction in mathematical skills with an emphasis on problem solving and mental fluency. Number games encourage repeated practice and application of the skills learned. Each component employs a hands-on approach to learning and uses materials that allow children to use observation, critical thinking,

and problem-solving skills.

Grade One students focus intensively on four critical areas:

• Addition and subtraction within 20

• Whole number relationships and place value

• Linear measurement in non-standard units

• Reasoning with shapes and their attributes

Four of eight units are devoted to addition and subtraction within 20. They help students gain fluency with facts to 10 and develop increasingly sophisticated strategies for solving addition and subtraction combinations to 20. During these units, students model, solve, and pose a wide variety of word problems to construct meaning for the operations of addition and subtraction, as well as an understanding of how the two are connected.

Two of the eight units focus on place value, extending the counting sequence to 120 as students learn to think of whole numbers between 10 and 100 in terms of tens and ones. Much of the work in these units engages first graders in developing, discussing, and using efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10.

The remaining two units revolve around geometry and measurement. The geometry unit challenges children to identify, describe, construct, draw, compare, compose, and sort shapes. Students also learn about fractions in the context of two-dimensional shapes. The measurement unit provides ample opportunity for students to develop an understanding of the meaning and processes of measuring time and length as they conduct duration experiments; construct, fly, and measure the flight distances of paper gliders; and investigate some of the many ways in which they have grown and changed since they were born.

Supplemental math activities integrated throughout the curriculum provide reinforcement, enrichment, and experience applying mathematical concepts in diverse contexts. Students are encouraged to recognize math as an integral part of everyday life and to think of themselves as capable, resilient mathematicians.

Grade 1 Science

Science is a hands-on, inquiry-based program of studies that includes Earth Science, Life Science, Physical Science, and Engineering. The science specialist works with students in the science lab several times each cycle. The students collaborate, question, and discover as they actively engage in scientific exploration and construct an understanding of concepts. They are taught to observe, pose questions, develop thoughtful hypotheses, test their ideas, record and share conclusions, and reflect on their learning. “Windows and mirrors” encourage children to see a place for themselves in science as they learn about the diversity of people around the world who are part of the scientific community. Students use notebooks and apps such as Seesaw and Wixi to record their observations and reflect on their learning. The Grade One curriculum includes topics such as Organisms and Habitats; Animal Classification; Light and Shadows; Balance and Movement; Sink and Float; and Garden Explorations. A highlight is collecting, raising, and studying a variety of organisms, both plants and animals.

Grade 1 Social Studies

All Lower School social studies includes a Global Connections thread that emphasizes the interconnectedness and diversity of our students, our communities, and our world. Social studies is

taught through an interdisciplinary approach, integrating science, literature, writing, math, and computer science. In Grade One, students study the meaning of identity and culture. They explore what makes themselves, their families, and their communities both similar and different to others. Other topics include the rights and responsibilities of good citizenship, distribution of resources, and how one’s choices impact others.

Grade 1 Computer Science

Students regularly visit the Technology Lab for classes taught by the Computer Science teacher. In addition, the Lower School computer science curriculum is woven throughout every subject, both in the homeroom and in the specialist classes. Six Tech Topics are emphasized: computer systems, multimedia presentation, typing/word processing, digital citizenship, programming, and robotics and engineering. The technology instruction is deliberately embedded in interdisciplinary projects and the core curriculum. The Lower School computer science teacher and the Lower School EdTech coordinator work with teachers to ensure that speci fi c instructional standards for technology are being met in every grade level.

Grade 1 Specialist Classes

All students participate in classes taught by the Lower School specialist teachers in their space on campus. Specialist teachers also collaborate with the homeroom teachers to support classroom projects that integrate multiple disciplines.

Grade One Specialist classes include:

Spanish: The Spanish program is an exploratory course in language and culture, emphasizing storytelling, songs, vocabulary routines, games, cooking, and cultural activities. Students are encouraged to see themselves as world citizens in a global community.

Art: The art studio includes media centers such as drawing, painting, fiber arts, architecture, and digital design. Students learn the behaviors and skills of artists as they are guided in developing their own artistic skills and interests.

Music: Students develop musical literacy through singing, moving, listening, and playing simple instruments. They are introduced to the concepts of melody, harmony, rhythm, tone, texture, and form. Students also explore music as an expression of culture, emotion, and identity.

Library: Students visit the library for both formal classes and informal book exchanges. Topics include library and multimedia skills, research, reading skills, and reading for recreation.

Dance: Students learn rhythm, movement, and spatial relationships along with dance skills in various genres. They are taught to appreciate dance as an expression of culture, emotion, and identity. Respect for their own bodies and physical abilities, as well as those of others, is emphasized.

Physical education: Topics include age-appropriate team games, sport-specific skills, and physical fitness. Students are taught cooperation, rules, strategies, and creative thinking. Teamwork, fair play, and sportsmanship are stressed.

LOWER SCHOOL PHILOSOPHY

The Sewickley Academy Lower School is a challenging and supportive environment that promotes children’s social, emotional, and academic development. Teachers partner with families to nurture the whole child, celebrating each child’s personal, cultural, and academic identity. Students are active learners, taught to question, collaborate, research, and take academic risks. As they move through the Lower School, children are encouraged to explore different talents and to develop an awareness of their own strengths and learning styles. Essential attributes such as curiosity, creativity, perseverance, flexibility, responsibility, and self-advocacy are reinforced in every classroom.

Grade 2 Literacy

READING —In Grade Two, the emphasis begins to shift from decoding to comprehension strategies. The Reading Specialist co-teaches with the Grade Two teachers during the reading block to reduce the student-teacher ratio for small group work and to provide ongoing monitoring and assessment. Targeted small group work based on each child’s individual needs is the core of the reading block and is informed by the Science of Reading. Grouping is fluid, flexible, and dependent upon the needs of individual children. Leveled readers and trade books, including fiction, nonfiction, and poetry, are used. The children are screened throughout the year, and reading material is adjusted to fit their needs. FastBridge assessments are used to monitor student progress and identify students in need of additional support.

WRITING —Grade Two students practice writing to share ideas, inform, entertain, and persuade. They learn to use the writing process, which includes drafting, revising, editing, and publishing. Grade Two students begin writing pieces that are longer, more descriptive, and use a different voice and tone for different audiences. Writer’s craft, along with the mechanics of writing, is taught through whole group mini lessons and individual conferencing. Conventions such as capitalization, punctuation, and use of familiar spelling patterns are reinforced in everyday writing. Types of writing include friendly letters, descriptive pieces, book summaries, stories, journal entries, and informational reports.

WORD STUDY—Word study includes phonemic awareness, phonics, spelling, and vocabulary. The Heggerty curriculum continues to support phonemic awareness, while phonics and spelling patterns are taught and practicied in a developmentally appropriate sequence using the Sadlier Phonics Into Reading program. Students investigate and understand the patterns in words through a variety of word-building games and activities. As the students’ repertoire of spelling patterns and sight words grow, their everyday spelling more closely resembles conventional adult spelling. Correct printing, including letter formation and spacing, is reinforced, and the Handwriting Without Tears program is used to introduce cursive writing.

Grade 2 Math

The Lower School math program, Bridges in Mathematics, fosters the development of mathematical thinking and sets the foundation for mathematical learning throughout the Lower School. The program consists of three main components: Number Corner, math games, and Bridges lessons. Number Corner, a skill building program that revolves around the classroom calendar, provides continual exposure to broad mathematical concepts that will be explicitly taught in future lessons. Bridges lessons provide direct instruction in mathematical skills with an emphasis on problem solving and mental fluency. Number games encourage repeated practice and application of the skills learned. Each component employs a hands-on approach to learning and uses materials that allow children to use observation, critical thinking, and problem-solving skills.

Grade Two students focus intensively on four critical areas:

Extending understanding of base-ten notation

• Building fluency with addition and subtraction

• Using standard units of linear measurement

• Describing and analyzing shapes

The fi rst unit revisits and extends addition and subtraction within 20, helping to ensure that second graders operate with understanding and fact fl uency from the start of the school year.

Units 2, 3, 5, and parts of Unit 7, are devoted to place value and multi-digit addition and subtraction. During these units, students learn to count by fi ves, tens, and multiples of hundreds, tens and ones; read, write, and compare numbers to 1,000; and develop fl uency with addition and subtraction to 100 as they solve and pose a wide variety of word problems. Later in the year, the children use concrete models and sketches, as well as strategies based on place value, properties of operations, and the relationship between addition and subtraction, to add and subtract to 1,000.

Unit 6 revolves around geometry, building foundations for understanding area, volume, congruence, similarity, and symmetry as students investigate, describe, build, draw, combine, decompose, and analyze two- and three-dimensional shapes.

Unit 4, and the fi rst part of Unit 7, focus on linear measurement, as students construct their own rulers; estimate and measure in inches, feet, yards, centimeters, and meters; and solve problems that involve adding, subtracting, and comparing lengths.

Unit 8 revisits linear measurement in the context of science and engineering as students make and test cardboard ramps of different kinds to investigate some of the factors that cause marbles to roll farther and faster. In the process, they generate data by measuring marble roll distances multiple times, pool their data, and enter it on line plots to better see, understand, and analyze how manipulating the different variables affects the outcomes.

Supplemental math activities integrated throughout the curriculum, including the T.O.P.S. series of visual math word problems, provide reinforcement, enrichment, and experience applying mathematical concepts in diverse contexts. Students are encouraged to recognize math as an integral part of everyday life and to think of themselves as capable, resilient mathematicians.

Grade 2 Science

Science is a hands-on, inquiry-based program of studies that includes Earth Science, Life Science, Physical Science, and Engineering. The science specialist works with students in the science lab several times each cycle. The students collaborate, question, and discover as they actively engage in scientifi c exploration and construct an understanding of concepts. They are taught to observe, pose questions, develop thoughtful hypotheses, test their ideas, record and share conclusions, and refl ect on their learning. “Windows and mirrors” encourage children to see a place for themselves in science as they learn about the diversity of people around the world who are part of the scienti fi c community. Students use notebooks and apps such as Seesaw and Wixi to record their observations and reflect on their learning. The Grade Two curriculum includes topics such as Dinosaurs and Fossils; Nutrition and the Digestive System; Sound Energy; Resources and Conservation; and Garden Exploration. A spring highlight is caring for live chickens in the Secret Garden during their study of birds and eggs.

Grade 2 Social Studies

All Lower School social studies includes a Global Connections thread that emphasizes the interconnectedness and diversity of our students, our communities, and our world. Social studies is taught through an interdisciplinary approach, integrating science, literature, writing, math, and computer science. In Grade Two, students learn about mapping as a representation of physical space. They study different types of environments such as rural, suburban, and urban. They also study Early American history including the Wampanoag tribe, the arrival of European colonists, famous symbols and documents of the United States, and infl uential Americans in history. The Heartwood series of picture books highlighting attributes of character is used as a framework to identify examples of those attributes in famous Americans.

Grade 2 Computer Science

Students regularly visit the Technology Lab for classes taught by the Computer Science teacher. In addition, the Lower School computer science curriculum is woven throughout every subject, both in the homeroom and in the specialist classes. Six Tech Topics are emphasized: computer systems, multimedia presentation, typing/word processing, digital citizenship, programming, and robotics and engineering. The technology instruction is deliberately embedded in interdisciplinary projects and the core curriculum. The Lower School computer science teacher and the Lower School EdTech coordinator work with teachers to ensure that speci fi c instructional standards for technology are being met in every grade level.

Grade 2 Specialist Classes

All students participate in classes taught by the Lower School specialist teachers in their space on campus. Specialist teachers also collaborate with the homeroom teachers to support classroom projects that integrate multiple disciplines.

Grade Two Specialist classes include:

Spanish: The Spanish program is an exploratory course in language and culture, emphasizing storytelling, songs, vocabulary routines, cooking, and cultural activities. Students are encouraged to see themselves as world citizens in a global community.

Art: The art studio includes media centers such as drawing, painting, fi ber arts, architecture, and digital design. Students learn the behaviors and skills of artists as they are guided in exploring their own artistic interests.

Music: Students develop musical literacy through singing, moving, listening, and playing simple instruments. They are introduced to the concepts of melody, harmony, rhythm, tone, texture, and form. Students also explore music as an expression of culture, emotion, and identity.

Library: Students visit the library for both formal classes and informal book exchanges. Topics include library and multimedia skills, research, reading skills, and reading for recreation.

Dance: Students learn rhythm, movement, and spatial relationships along with dance skills in various genres. They are taught to appreciate dance as an expression of culture, emotion, and identity. Respect for their own bodies and physical abilities, as well as those of others, is emphasized.

Grade

2

LOWER SCHOOL PHILOSOPHY

The Sewickley Academy Lower School is a challenging and supportive environment that promotes children’s social, emotional, and academic development. Teachers partner with families to nurture the whole child, celebrating each child’s personal, cultural, and academic identity. Students are active learners, taught to question, collaborate, research, and take academic risks. As they move through the Lower School, children are encouraged to explore different talents and to develop an awareness of their own strengths and learning styles. Essential attributes such as curiosity, creativity, perseverance, flexibility, responsibility, and self-advocacy are reinforced in every classroom.

Grade 3 Literacy

READING —In Grade Three, the emphasis is on reading comprehension, fluency, and purpose. Students are increasingly responsible for setting their own goals as readers and for monitoring their own progress. They develop a repertoire of comprehension strategies and learn which strategies are most effective for different types of reading. Lessons are delivered through whole group mini lessons, small group lessons, and individual conferencing. Reading partners and book clubs encourage thoughtful dialogue and social interaction around reading. The children are screened throughout the year and guided in choosing books that suit their interests and their reading level. FastBridge assessments are used to monitor student progress and identify students in need of additional support. Examples of the Reading Workshop units of study that guide children’s growth as readers are Building a Reading Life ; Reading to Learn: Grasping Main Ideas and Text Structures ; Character Studies ; and Mystery: Foundational Skills in Disguise .

WRITING —Grade Three students write daily in the Writing Workshop, as well as within other subject areas. They use the writing process, which includes drafting, revising, editing, and publishing. Grade Three students become very aware of tailoring their writing for different purposes; they begin to use written reports to share their learning in social studies and science. Writer’s craft, along with the mechanics of writing, is taught through whole group mini lessons and individual conferencing. Conventions such as capitalization, punctuation, and use of familiar spelling patterns are reinforced in everyday writing. Examples of the Writing Workshop units of study that guide children’s growth as writers are Crafting True Stories ; The Art of Information Writing ; Changing the World: Persuasive Speeches, Petitions, and Editorials ; and Understanding Mystery: Create a Mystery of Your Own

WORD STUDY—Word study includes phonics, spelling, grammar, and vocabulary. Phonics and spelling patterns are taught and practiced in a developmentally appropriate sequence using the Sadlier Phonics Into Reading program. Students investigate and understand the patterns in words through a variety of word-building games and activities. As the students’ repertoire of spelling patterns and sight words grow, students are increasingly held accountable for conventional adult spelling. The Handwriting Without Tears program is used to practice cursive writing. Parts of speech and other grammar concepts are taught using the Grammar Workshop practice book.

Grade 3 Math

The Lower School math program, Bridges in Mathematics, fosters the development of mathematical thinking and sets the foundation for mathematical learning throughout the Lower School. The program consists of three main components: Number Corner, math games, and Bridges lessons. Number Corner, a skill building program that revolves around the classroom calendar, provides continual exposure to broad mathematical concepts that will be explicitly taught in future lessons. Bridges lessons provide direct instruction in mathematical skills with an emphasis on problem solving and mental fluency. Number games encourage repeated practice and application of the skills learned. Each component employs a

hands-on approach to learning and uses materials that allow children to use observation, critical thinking, and problem-solving skills.

Grade Three students focus intensively on four critical areas:

• Developing understanding of multiplication and division and strategies for multiplication and division within 100

• Developing understanding of fractions, especially unit fractions (fractions with numerator 1)

• Developing understanding of the structure of rectangular arrays and of area

• Describing and analyzing two-dimensional shapes

The fi rst unit reviews and extends work with addition and subtraction as students review facts, look for patterns, and work with larger numbers. Unit 2 transitions to multiplication by having students use a variety of rich contexts (arrays of stamps, groups of windows, and a coral reef) to develop and refi ne multiplication strategies and models. Unit 3 returns to addition and subtraction, this time focusing on strategies for computing with larger numbers.

In Units 4 and 5, students explore measurement, fractions, division, and multiplication of large numbers. They estimate and make measurements in different units; explore unit fractions and equivalent fractions, and begin adding and subtracting fractions; they connect multiplication to division and extend multiplication strategies to larger numbers. Their work with multiplication develops a strong understanding of area.

Unit 6 focuses on geometry, as students investigate, draw, and build two-dimensional shapes, using their properties to classify and analyze these shapes. They also connect geometry to fractions as they express the area of a shape as a unit fraction of the whole. Unit 7 brings together and extends many of the skills and concepts addressed in earlier units as students solve challenging problems that involve calculating with multi-digit numbers. They explore algorithms for addition and subtraction and dig deeper into division. Students develop strategies and models for division, many of which are based on their work with multiplication.

Unit 8 integrates mathematics and science, with a primary focus on designing and building model bridges. Students test the strength of their model bridges in systematic ways to collect data. Then they graph and analyze the data, fi nding the range and mean, to make conjectures and draw conclusions about effective bridge design and construction.

Supplemental math activities integrated throughout the curriculum provide reinforcement, enrichment, and experience applying mathematical concepts in diverse contexts. Students are encouraged to recognize math as an integral part of everyday life and to think of themselves as capable, resilient mathematicians.

Grade 3 Science

Science is a hands-on, inquiry-based program of studies that includes Earth Science, Life Science, Physical Science, and Engineering. The science specialist works with students in the science lab several times each cycle. The students collaborate, question, and discover as they actively engage in scientifi c exploration and construct an understanding of concepts. They are taught to observe, pose questions, develop thoughtful hypotheses, test their ideas, record and share conclusions, and refl ect on their learning. “Windows and mirrors” encourage children to see a place for themselves in science as they

learn about the diversity of people around the world who are part of the scienti fi c community. Students use notebooks and apps such as Seesaw and Wixi to record their observations and reflect on their learning. The Grade Three curriculum includes topics such as Plants; Animal Studies; Weather and the Water Cycle; Simple Machines; Matter Matters; and Garden Exploration. A highlight is kicking off the plant unit by harvesting and studying the fruits, vegetables, and fl owers they planted in the Secret Garden the previous spring as second graders.

Grade 3 Social Studies

All Lower School social studies includes a Global Connections thread that emphasizes the interconnectedness and diversity of our students, our communities, and our world. Social studies is taught through an interdisciplinary approach, integrating science, literature, writing, math, and computer science. In Grade Three, students extend their knowledge of map skills and then study the cities, states, and regions of the United States. They learn about the climate, resources, products, landmarks, landforms, and historical development of each region as they follow the path of Westward Expansion. The year culminates in a State Fair in which each student presents an in-depth exploration of a particular state.

Grade 3 Computer Science

Students regularly visit the Technology Lab for classes taught by the Computer Science teacher. In addition, the Lower School computer science curriculum is woven throughout every subject, both in the homeroom and in the specialist classes. Six Tech Topics are emphasized: computer systems, multimedia presentation, typing/word processing, digital citizenship, programming, and robotics and engineering. The technology instruction is deliberately embedded in interdisciplinary projects and the core curriculum. The Lower School computer science teacher and the Lower School EdTech coordinator work with teachers to ensure that speci fi c instructional standards for technology are being met in every grade level.

Grade 3 Specialist Classes

All students participate in classes taught by the Lower School specialist teachers in their space on campus. Specialist teachers also collaborate with the homeroom teachers to support classroom projects that integrate multiple disciplines.

Grade Three Specialist classes include:

Spanish: The Spanish program is an exploratory course in language and culture, emphasizing storytelling, songs, vocabulary routines, cooking, and cultural activities. Students are encouraged to see themselves as world citizens in a global community.

Art: The art studio includes media centers such as drawing, painting, fi ber arts, architecture, and digital design. Students learn the behaviors and skills of artists as they are guided in exploring their own artistic interests.

Music: In grade three, students continue with their general music experience and add the exploration of music through recorders and string instruments. Students take one trimester of general music, one trimester of recorder lessons, and one trimester of violin lessons. This experience with instrumental music serves as an introduction to next year’s band and orchestra options. Students learn to appreciate music as an expression of culture, emotion, and identity.

Library: The librarian collaborates intensively with the homeroom teachers to support research skills, multimedia skills, and reading instruction both in the classroom and in the library. The students visit the library frequently for research and independent book exchange.

Dance: Students learn rhythm, movement, and spatial relationships along with dance skills in various genres. They are taught to appreciate dance as an expression of culture, emotion, and identity. Respect for their own bodies and physical abilities, as well as those of others, is emphasized.

Physical education: Topics include age-appropriate team games, sport-specifi c skills, and physical fi tness. Students are taught cooperation, rules, strategies, and creative thinking. Teamwork, fair play, and sportsmanship are stressed.

LOWER SCHOOL PHILOSOPHY

The Sewickley Academy Lower School is a challenging and supportive environment that promotes children’s social, emotional, and academic development. Teachers partner with families to nurture the whole child, celebrating each child’s personal, cultural, and academic identity. Students are active learners, taught to question, collaborate, research, and take academic risks. As they move through the Lower School, children are encouraged to explore different talents and to develop an awareness of their own strengths and learning styles. Essential attributes such as curiosity, creativity, perseverance, flexibility, responsibility, and self-advocacy are reinforced in every classroom.

Grade 4 Literacy

READING —In Grade Four the emphasis is on the accumulation and synthesis of skills and strategies that contribute to effective reading. Reading is a social activity and students are taught to talk about stories and grow ideas together, make connections across texts, and debate what stories teach us about the world. Students are guided to make choices in what they read within certain genres or content areas. At this age, there is an expectation that students are finishing approximately one book a week. Instruction is delivered through the Reading Workshop, consisting of whole group mini lessons, guided strategy practice, and individual or small group conferencing. Examples of the Reading Workshop units of study that guide children’s growth as readers are Interpreting Characters: The Heart of the Story ; Reading the Weather, Reading the World (nonfiction and research); Reading History (synthesis and analysis); and Historical Fiction Book Clubs

WRITING —Grade Four students write daily in the Writing Workshop, as well as within other subject areas. Writing Workshop follows the structure of a whole class mini-lesson followed by independent writing time. During this independent time, teachers confer with individual students or groups of students giving feedback and teaching strategies which students use to strengthen their writing. Students learn to write well in three different structures: narrative, expository, and opinion-based writing. Within these genres, students are encouraged to choose topics about which they are passionate. Examples of the Writing Workshop units of study that guide children’s growth as writers are The Arc of Story: Writing Realistic Fiction ; Boxes and Bullets: Personal and Persuasive Essays ; Writing to Teach Others: Expository Writing ; and The Literary Essay: Writing About Fiction .

WORD STUDY—Word study includes phonics, spelling, grammar, and vocabulary. As the students’ repertoire of spelling patterns and sight words grow, they are increasingly held accountable for conventional adult spelling. Editing as a final step in producing written work is emphasized. Conventions, mechanics, and grammar are approached not as stand-alone exercises, but as tools for effective writing; they are a courtesy to one’s reader and a strategy for adding meaning to written work. Spelling, grammar, and mechanics are taught through minilessons and individual conferencing during the Writing Workshop. Vocabulary development is woven throughout the curriculum, particularly within the Reading Workshop.

Grade 4 Math

The Lower School math program, Bridges in Mathematics, fosters the development of mathematical thinking and sets the foundation for mathematical learning throughout the Lower School. The program consists of three main components: Number Corner, math games, and Bridges lessons. Number Corner, a skill building program that revolves around the classroom calendar, provides continual exposure to broad mathematical concepts that will be explicitly taught in future lessons. Bridges lessons provide direct instruction in mathematical skills with an emphasis on problem solving and mental fl uency. Number games encourage repeated practice and application of the skills learned. Each component

employs a hands-on approach to learning and uses materials that allow children to use observation, critical thinking, and problem-solving skills.

Grade Four students focus intensively on four critical areas:

• Developing understanding and fl uency with multi-digit multiplication, and developing understanding of dividing to fi nd quotients involving multi-digit dividends

• Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers

• Understanding that geometric fi gures can be analyzed and classifi ed based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry

The fi rst two units focus on multiplication and multiplicative thinking. Unit 1 reviews and extends multiplication work from third grade and examines factors and products, as well as prime and composite numbers. Unit 2 delves deeper as students explore and extend strategies, concepts, and models related to multi-digit multiplication. Unit 3 utilizes a variety of tools to model, read, write, compare, order, compose and decompose fractions and decimals.

Units 4, 6 and 7 focus on fractions, decimals, division, and more multiplication. Various models help students understand more about operations with fractions and fraction equivalence, as well as the relationship between fractions and decimals. Students also discover the relationships between multiplication and division as they see that many multiplication strategies also apply to division problems. They solve division problems with and without remainders and begin exploring multiplication and division of simple fractions.

Unit 5 focuses on geometry and extends students’ understandings of area, volume, and symmetry. Students investigate, draw, and build two-dimensional shapes and the properties of those shapes to classify and analyze them. They also learn to use protractors to measure and construct angles.

Unit 8 integrates many key skills and concepts in the context of science and engineering by giving students the opportunity to design playgrounds. In the process, they generate and analyze data, and use a line plot to represent that data.

Supplemental math activities integrated throughout the curriculum provide reinforcement, enrichment, and experience applying mathematical concepts in diverse contexts. Students are encouraged to recognize math as an integral part of everyday life and to think of themselves as capable, resilient mathematicians.

Grade 4 Science

Science is a hands-on, inquiry-based program of studies that includes Earth Science, Life Science, Physical Science, and Engineering. The science specialist works with students in the science lab several times each cycle. The students collaborate, question, and discover as they actively engage in scientifi c exploration and construct an understanding of concepts. They are taught to observe, pose questions, develop thoughtful hypotheses, test their ideas, record and share conclusions, and refl ect on their learning. “Windows and mirrors” encourage children to see a place for themselves in science as they learn about the diversity of people around the world who are part of the scienti fi c community. Students use notebooks and apps such as Seesaw and Wixi to record their observations and refl ect on their learning. The Grade Four curriculum includes topics such as Scientifi c Skills and Methods;

Water Resources; Human Anatomy and Organ Systems; Energy, Magnetism, and Electricity; Space Travel; and Garden Explorations. A highlight is the Prosthetic Leg Design Challenge, in which students culminate their study of the muscular-skeletal system and adaptive medicine by building a prosthetic leg of their own design.

Grade 4 Social Studies

All Lower School social studies includes a Global Connections thread that emphasizes the interconnectedness and diversity of our students, our communities, and our world. Social studies is taught through an interdisciplinary approach, integrating science, literature, writing, math, and computer science. In Grade Four, students extend their map skills to include longitude and latitude, the historical development of maps, and maps for different purposes. Topics studied include an interdisciplinary study of water resources and distribution, landforms and natural disasters, and the in fl uence of geography on resources and lifestyle.

Grade 4 Computer Science

Students regularly visit the Technology Lab for classes taught by the Computer Science teacher. In addition, the Lower School computer science curriculum is woven throughout every subject, both in the homeroom and in the specialist classes. Six Tech Topics are emphasized: computer systems, multimedia presentation, typing/word processing, digital citizenship, programming, and robotics and engineering. The technology instruction is deliberately embedded in interdisciplinary projects and the core curriculum. The Lower School computer science teacher and the Lower School EdTech coordinator work with teachers to ensure that speci fi c instructional standards for technology are being met in every grade level.

Grade 4 Specialist Classes

All students participate in classes taught by the Lower School specialist teachers in their space on campus. Specialist teachers also collaborate with the homeroom teachers to support classroom projects that integrate multiple disciplines.

Grade Four Specialist classes include:

Spanish: The Spanish program is an exploratory course in language and culture, emphasizing storytelling, songs, vocabulary routines, cooking, and cultural activities. Students are encouraged to see themselves as world citizens in a global community.

Art: The art studio program is an exploratory course in language and culture, emphasizing storytelling, songs, vocabulary routines, cooking, and cultural activities. Students are encouraged to see themselves as world citizens in a global community. Classes meet approximately every other day.

Music: All students have a general music class. In addition, they elect either band, orchestra, or general music ensemble. Instrument lessons and ensembles take place during the school day. In addition to developing instrumental and general music skills, students learn to appreciate music as an expression of culture, emotion, and identity.

Library: The librarian collaborates intensively with the homeroom teachers to support research skills, multimedia skills, and reading instruction both in the classroom and in the library. The

students visit the library frequently for research and independent book exchange.

Dance: Students learn rhythm, movement, and spatial relationships along with dance skills in various genres. They are taught to appreciate dance as an expression of culture, emotion, and identity. Respect for their own bodies and physical abilities, as well as those of others, is emphasized.

Physical education: Topics include age-appropriate team games, sport-specifi c skills, and physical fi tness. Students are taught cooperation, rules, strategies, and creative thinking. Teamwork, fair play, and sportsmanship are stressed.

LOWER SCHOOL PHILOSOPHY

The Sewickley Academy Lower School is a challenging and supportive environment that promotes children’s social, emotional, and academic development. Teachers partner with families to nurture the whole child, celebrating each child’s personal, cultural, and academic identity. Students are active learners, taught to question, collaborate, research, and take academic risks. As they move through the Lower School, children are encouraged to explore different talents and to develop an awareness of their own strengths and learning styles. Essential attributes such as curiosity, creativity, perseverance, flexibility, responsibility, and self-advocacy are reinforced in every classroom.

Grade 5 Literacy

READING —In Grade Five the emphasis is on the power of reading to change how one sees the world and how one sees themselves. Reading is a social activity and students are taught to talk about stories and grow ideas together, make connections across texts, and debate what stories teach us about the world. They learn to monitor and reflect on their own reading process, making intentional use of strategies and skills. Students are guided to make choices in what they read within certain genres or content areas. At this age, there is an expectation that students are finishing approximately one book a week. Instruction is delivered through the Reading Workshop, consisting of whole group mini lessons, guided strategy practice, and individual or small group conferencing. Examples of the Reading Workshop units of study that guide children’s growth as readers are Interpretation Book Clubs: Analyzing Themes ; Tackling Complexity: Moving Up Levels of Nonfiction; Argument and Advocacy: Researching Debatable Issues ; and Fantasy Book Clubs: The Magic of Themes and Symbols.

WRITING —Grade Five students write daily in the Writing Workshop, as well as within other subject areas. Writing Workshop follows the structure of a whole class mini-lesson followed by independent writing time. During this independent time, teachers confer with individual students or groups of students giving feedback and teaching strategies which students use to strengthen their writing. Students learn to write well in different genres, tailoring their writing to the purpose and audience. Within these genres, students are encouraged to choose topics about which they are passionate. Examples of the Writing Workshop units of study that guide children’s growth as writers are Narrative Craft ; The Lens of History: Research Reports ; Shaping Texts: From Essay and Narrative to Memoir ; and The Research-Based Argument Essay

WORD STUDY—Word study includes phonics, spelling, grammar, and vocabulary. As the students’ repertoire of spelling patterns and sight words grow, they are increasingly held accountable for conventional adult spelling. Editing as a final step in producing written work is emphasized. Conventions, mechanics, and grammar are approached not as stand-alone exercises, but as tools for effective writing; they are a courtesy to one’s reader and a strategy for adding meaning to written work. Spelling, grammar, and mechanics are taught through minilessons and individual conferencing during the Writing Workshop. Vocabulary development is woven throughout the curriculum, particularly within the Reading Workshop. Students learn to investigate the etymology of words, looking for patterns in root words, prefixes, and suffixes.

Grade 5 Math

The Lower School math program, Bridges in Mathematics, fosters the development of mathematical thinking and sets the foundation for mathematical learning throughout the Lower School. The program consists of three main components: Number Corner, math games, and Bridges lessons. Number Corner, a skill building program that revolves around the classroom calendar, provides continual exposure to broad mathematical concepts that will be explicitly taught in future lessons. Bridges lessons provide

direct instruction in mathematical skills with an emphasis on problem solving and mental fluency. Number games encourage repeated practice and application of the skills learned. Each component employs a hands-on approach to learning and uses materials that allow children to use observation, critical thinking, and problem-solving skills.

Grade Five students focus intensively on four critical areas:

• Developing fl uency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions)

• Extending division to 2-digit divisors, integrating decimal fractions into the place value system, developing understanding of operations with decimals to hundredths, and developing fl uency with whole number and decimal operations

• Developing understanding of volume

The fi rst unit is focused on volume, and includes a review of multiplication facts and multi-digit multiplication strategies. In Unit 2, students use what they know about equivalent fractions to add and subtract fractions. Unit 3 extends students’ understandings of place value and the properties of operations to help students develop powerful strategies for computing fl uently with decimals. In Unit 4 they re fi ne powerful multiplication and division strategies, including the array model and the standard algorithm for multiplication.

In Unit 5 students learn to multiply and divide fractions. Unit 6 introduces new geometric concepts, including coordinate graphing and the use of hierarchies to classify two-dimensional shapes by their properties.

In Unit 7 students develop accurate and effi cient strategies for dividing whole numbers, decimals, and fractions (unit fractions by whole numbers, and whole numbers by unit fractions).

Unit 8 integrates science, engineering, and math. In this fi nal unit, students apply the understanding and skills they have developed over the year as they study solar energy and designing solar homes.

Supplemental math activities integrated throughout the curriculum provide reinforcement, enrichment, and experience applying mathematical concepts in diverse contexts. Students are encouraged to recognize math as an integral part of everyday life and to think of themselves as capable, resilient mathematicians.

Grade 5 Science

Science in Grade Five begins the transition to Middle School science, introducing a balance of inquirybased exploration and more directed content acquisition. The students collaborate, question, and discover as they engage in activities designed to support an understanding of concepts. They are taught to observe, pose questions, develop thoughtful hypotheses, test their ideas, record and share conclusions, and refl ect on their learning. “Windows and mirrors’’ encourage children to see a place for themselves in science as they learn about the diversity of people around the world who are part of the scienti fi c community. Students use notebooks and apps such as Google Sites and AR Maker to model concepts, record their observations and refl ect on their learning. Grade Five science begins with a study of the universe on a broad spectrum, and works its way back to the human person. Topics include classical astronomers, galaxies, life cycles of stars, our solar system, the atmosphere and

hydrosphere of the Earth, and ecosystems. Highlights include a fi eld trip to the Challenger Learning Center at Wheeling University, where students work in teams to complete an elaborate simulated space challenge.

Grade 5 Social Studies

All Lower School social studies includes a Global Connections thread that emphasizes the interconnectedness and diversity of our students, our communities, and our world. Social studies is taught through an interdisciplinary approach, integrating science, literature, writing, math, and computer science. In Grade Five, students study a series of global issues from an interdisciplinary perspective. Topics include population trends, energy resources, and habitat preservation. Case studies and examples from around the world are used to illustrate issues and potential solutions.

Grade 5 Computer Science

Students regularly visit the Technology Lab for classes taught by the Computer Science teacher. In addition, the Lower School computer Lower School computer science curriculum is woven throughout every subject, both in the homeroom and in the specialist classes. Six Tech Topics are emphasized: computer systems, multimedia presentation, typing/word processing, digital citizenship, programming, and robotics and engineering. The technology instruction is deliberately embedded in interdisciplinary projects and the core curriculum. The Lower School computer science teacher and the Lower School EdTech coordinator work with teachers to ensure that specific instructional standards for technology are being met in every grade level.

Grade 5 Specialist Classes

All students participate in classes taught by the Lower School specialist teachers in their space on campus. Specialist teachers also collaborate with the homeroom teachers to support classroom projects that integrate multiple disciplines.

Grade Five Specialist classes include:

Spanish: The Spanish program is an exploratory course in language and culture which prepares them to begin high school level Spanish in Middle School. Emphasizing storytelling, songs, vocabulary routines, cooking, and cultural activities through comprehensible input strategies strengthens their oral language skills. Students are encouraged to see themselves as world citizens in a global community.

Art: The art studio includes media centers such as drawing, painting, fi ber arts, architecture, and digital design. Students learn the behaviors and skills of artists as they are guided in exploring their own artistic interests.

Theater Arts: Grade Five students take an integrated course that includes dance, music, acting, and stage performance. The course culminates in the performance of a spring musical in which all Grade Five students participate.

Music: All students elect either band, orchestra, or vocal music ensemble. Instrument lessons and ensembles take place during the school day. In addition to developing instrumental and general music skills, students learn to appreciate music as an expression of culture, emotion, and identity.

Library: The librarian collaborates intensively with the homeroom teachers to support research skills, multimedia skills, and reading instruction both in the classroom and in the library. The students visit the library frequently for research and independent book exchange.

Physical education: Topics include age-appropriate team games, sport-specific skills, and physical fitness. Students are taught cooperation, rules, strategies, and creative thinking. Teamwork, fair play, and sportsmanship are stressed.