GOLDEN BRIDGES SCHOOL MAGAZINE
AN INSIDE LOOK INTO THE HEART OF GOLDEN BRIDGES SCHOOL
FEATURE
Discover the vibrant traditions of seasonal celebrations and festivals at Golden Bridges School. PAGE 15 Also in
An exploration of our curriculum and “lesson blocks” for each class:
About Us
Golden Bridges School offers an innovative, place-based education steeped in the urban outdoors of San Francisco. As a Waldorf-inspired school, we offer developmentally-appropriate academic rigor through hands-on experience, nourishment of the imagination, and care for the earth. Golden Bridges School aims to inspire a life-long love of learning to allows students to fully develop their unique capacities.
LEARN MORE AT OUR WEBSITE: GOLDENBRIDGESSCHOOL.ORG
Introduction
LYSSA BESHEARS, PEDAGOGICAL DIRECTOR
We hope the opportunity to dive into the classroom through the words of our faculty and images of our students-in-action will help bring to life the remarkable teaching and learning that happens every day at our beautiful school. In this issue, we highlight life within the classrooms and our school festival traditions.
Our Waldorf approach can be seen in the rhythm of the school year and day, which are marked with festivals and predictability. The curriculum unfolds through themes in “lesson blocks” chosen to spark interest in the children’s hearts and to meet them where they are developmentally. Practical and fine arts are woven into the curriculum, storytelling serves as a primary teaching tool, and the holistic well-being of children is deeply prioritized.
Students spend one full day a week learning outdoors and stewarding Hawk Creek Farm, while observing and experiencing nature's seasons. Students of all ages also spend significant time playing, exploring and learning in McLaren Park.
Our founding teachers and families articulated interest in a commitment to diversity, equity, inclusion, and belonging. We take great care to create a learning community where children can find “mirrors” where they see themselves reflected and “windows” where they can look at the world through others’ eyes.
We hope you enjoy these windows into our classrooms and learning environments!
Sincerely,
PRESCHOOL
BY JESS BUSLACH, JUSTINE COSTEROUSE, AND SHIRENE MASSARWEH
Preschool students often express their strong feelings physically, which is why our primary curriculum revolves around learning to coexist honestly and respectfully while fostering a sense of community. Valentine's Day provides a perfect opportunity for us to teach and practice expressing feelings while emphasizing principles of consent. One engaging activity used is what we, the teachers, call the "circle of consent."
In this game, participants sit in a circle and take turns asking the person next to them if they can engage in a specific interaction. For example, Child A might ask Child B, "Can I give you a hug?" Child B can independently choose to say yes or no, and the action is carried out accordingly. Child B then turns to the next child in the circle and asks what form of interaction they would like – whether it's a high-five, a wave, or a tickle. Each time, the child asked has the option to consent or decline and the child who receives their answer respects their assertion.
Regardless of the response, each child gets a turn to initiate an interaction. Following the principles of consent, students can also opt out of physical contact by simply giving a wave. The children find great joy in this game, embracing both affirmative and declining responses with equal excitement. Through this playful activity, we aim to instill healthy and respectful habits and boundaries that will endure throughout their lives.
KINDERGARTEN
BY JIMENA BERTSCHI, LESLEY MACDONALD, AND KAORI YAMASHITA
Children in kindergarten are actively pursuing their physical growth and development. Our morning circle time encourages the children to challenge their coordination, balance, and sense of space. In January and February, we use our circle time to commemorate Martin Luther King Jr. Day and Black History Month. One way this shows up in our classroom is with a special verse, “I had a dream and this is what I saw. We lived in a house, that was big enough for all. Where you can be you and I can be me. Side by side, working joyfully.”
Our outdoor learning spaces provide opportunities for the practice of gross motor skills and creativity through climbing trees, jumping rope, building shelters, and using natural materials as tools. At Hawk Creek Farm, we engage all of our senses by processing honey from our bees and drying winter herbs for tea.
Immersed in the beauty of winter, Mother Earth is honored by observing the transformative work of "King Winter" through rain, frost, and cold winds. The students’ imaginations are sparked as they keenly notice how the season alters the natural landscape; with many trees and seeds both in a deep slumber in winter, and then in full bloom in spring.
In our woodworking projects, students are zealously involved in rasping and sanding their own cutting boards. These cutting boards play an integral role in preparing food in the classroom and chopping vegetables on the farm for our weekly soup-making activity.
The students' hands remain engaged with various hand-sewing projects, and come March, they embark on creating their own puppets.
With the changing seasons, we eagerly welcome "Lady Spring" and embark on numerous handwork projects including wet felting, creating dried flower crowns, and a natural dying project to celebrate the Spring Equinox.
1st GRADE
BY CHRISTY BOVIS
At this time of year, 1st grade is immersed in a language arts block with a dual focus on academic and social development. Academically, our emphasis is on letters - particularly vowels, and exploring long and short sounds. We are actively practicing CVC words (words created using a consonant + vowel + consonant structure), honing phonemic awareness, refining word recognition, and mastering letters and blends.
Simultaneously, the social component of our curriculum is dedicated to Black History Month. The fairy tales and stories presented during this time are authored by African Americans, exploring themes related to their unique experiences. As part of this exploration, we incorporate the song "Is Lead with Love," written by Melanie DeMore. This song adds a meaningful dimension to our social exploration, fostering a sense of safety and love within the learning environment.
2nd GRADE
BY MIEL ALEGRE
A developmental milestone for second graders is their emerging awareness of the two extremes of human nature: the heroes and the tricksters. As emotions intensify and boundaries are tested, they begin to recognize the fallibility of people.
In first grade, children learn the importance of being part of a circle. Now, as second graders, they have the opportunity to move beyond mere participation and instead delve into understanding and exploring the diverse personalities within the circle.
The teacher’s approach for second graders involves doing things both right side up and upside down, emphasizing that we are different individuals learning to respect everyone else’s differences.
The “heroes” provide something to aspire to, while “tricksters” offer an understanding of the appeal in pushing boundaries. By presenting both extremes, primarily through the telling of animal fables, they aim to find common ground and accept both polarities within themselves.
The anchor of these themes is our class play, where we explore heroes through storytelling. This year’s class play is based on the life of Wangari Maathai, who planted trees for peace in Kenya. Students will read her story, learn songs, and build the foundations of the play.
“Our approach involves doing things both right side up and upside down, emphasizing that we are different individuals and learning to respect those differences.”
AROUND THE FARM: 2nd GRADE
BY MEL BUSLACH AND JENNA FRANK
“Kind hearts are gardens. Kind thoughts are roots. Kind words are blossoms. Kind deeds are fruits.”
–2nd grade farm verse
Through their experiences on Hawk Creek Farm, 2nd graders explore patience, determination, endurance, and teamwork, all with a healthy dose of silliness.
The 2nd-grade class recently learned from Farmer Jenna that nigella pods, grown on Hawk Creek Farm, can release their seeds when encouraged by stomping on them. Each student eagerly took a turn dancing on the seed pods on the wooden platform, while the class sang and moved together in a circle, appreciating each other’s dance moves.
At this time of year, the 2nd graders continue to expand their woodworking skills by sawing, sanding, and hammering planks which will be used to build a garden bed at the farm.
Woodwork serves to inform the development of fine and gross motor skills, proprioception, and eye-hand coordination.
3rd GRADE
BY ABBIE COBURN
One of the most memorable experiences in 3rd grade this year is our family recipe project. Every Thursday at Hawk Creek Farm, family members join us to teach how to prepare a recipe that holds significance for a student's family. This project goes beyond cooking; it delves into aspects such as food, culture, history, language, and farming. The experience has been enriching, allowing us to savor delicious dishes like applesauce, sinigang, and mast-o-khiar.
Another noteworthy highlight of our year is the third-grade play, "Noah and the Flood." Producing a play is a social endeavor, fostering collaborative learning among students. Each individual contributes to the collective effort of a cohesive performance by integrating verbal communication, movement, song, storytelling, dance, music - particularly flute, costumes, and set design.
The choice of "Noah and the Flood" for third grade is rooted in developmental considerations, meeting the 9-year-old as they begin separating from parents and adults and recognizing themselves as singular individuals on this earth.
The narrative of the play explores a sense of isolation, prompting reflection on crucial questions: What choices should one make? How can one sustain life independently? Stories like “Noah and the Flood” serve as reminders of belonging to something greater than oneself.
Additionally, the play delves into practical skills for sustaining life, covering topics like clothing, housing, animal care, food cultivation and preparation.
4th and 5th GRADE
BY LYSSA BESHEARS
The second half of the year is a wonderful time for engaging in ambitious academic pursuits, as children return to school eager for the familiar routine following the holiday season's bustling excitement. Our combined fourth and fifth-grade class transitions from a fractions block to applying those skills in solving equations using the four mathematical processes. Under the guidance of Mr. Shober in their weekly math classes, their proficiency in tackling math equations with fractions advance swiftly.
As this initial block of the calendar year concludes, the class is gearing up for their next endeavor of studying North American Geography. Earlier in the year, they explored this vast continent through indigenous creation stories and gaining insights into the diverse landscapes of different regions. This second exploration of the same landscapes will spotlight the industries that emerged from the natural resources in specific regions. Approaching this through a cultural lens will provide a perspective on the transformative impact that colonialism had on North America, establishing and preserving the historical sequence of events for eighth-grade American History.
Studying geography in ever-expanding concentric circles, and rippling out from the children's immediate surroundings, fosters a growing connection and stewardship of the earth as their awareness expands.
6th GRADE
BY NIKU BOLOURCHI
“In the midst of the internal chaos often experienced in 6th grade, as students approach adolescence, the curriculum aims to reveal order.”
Sixth grade is currently immersed in our world geography block, specifically focusing on biomes. Biomes encompass all living things within an environment, including flora, fauna, temperature, and climate. Unlike ecosystems, which focus solely on living things, biomes take a broader view, emphasizing how everything works together, with climate playing a crucial role. This unit consolidates knowledge from previous units on geology and astronomy, integrating an understanding of how the tilt of the Earth impacts different biomes.
Our curriculum progression aligns with students' developmental stages: in 3rd grade, they explore shelters and homes; in 4th grade, they draw maps of their bedrooms and expand to the state level; in 5th grade, the scope widens to the entire country, and in 6th grade, students delve into world geography.
Understanding the world through discernible patterns across biomes involves exploring latitudes and recognizing similarities globally. This is particularly relevant in sixth grade as students approach adolescence and experience their own internal chaos. The curriculum aims to reveal order within this chaos and demonstrate the reasons behind Earth's diverse features; similarly encouraging the student to look within.
Looking ahead, having covered ancient histories, our focus shifts to Ancient Rome and the Middle Ages. We will delve into medieval Europe, Japan, and Arabia, transitioning from the imaginative world of ancient civilizations to a more realistic exploration of modern people and societal development. This shift lays the foundation for a deeper understanding of how societies have evolved, a theme that will be further explored in 7th and 8th grade.
7th GRADE
BY JAIMEE RUNGSITIYAKORN
Last year, in my sixth-grade practice periods, a "book club" approach was introduced with the aim of cultivating a love for literature among students. Building on this foundation, this year's 7th and 8th-grade book club has taken a distinctive focus on banned books. The theme of banned books resonates with the students' burgeoning independence reflective of their ageappropriate inclination to question authority.
Among the books we've delved into this year are Sherman Alexie’s The Absolute True Diary of a Part-Time Indian and Nnedi Okorafor’s Akata Witch. We've established an effective rhythm in our class that enhances discussions and encourages critical thinking. The first 20 minutes of our time together are dedicated to a free-write prompt, covering both plot-driven questions and more philosophical, theme-related questions such as: Why are books banned? What are the repercussions of banning books? Under what circumstances might a book be justifiably banned? And who holds the authority to make such decisions? Following this individual reflection, the class is divided into small discussion groups, allowing for entirely student-led discussions. Returning to their desks, students spend an additional 10 minutes adding reflections based on the group discussion. With pencils down, we then engage in a dynamic class discussion.
This approach not only enhances impulse control skills but also diminishes the tendency to mimic ideas self-consciously; a crucial practice for students at this age as their intellect evolves and selfawareness peaks. This period also serves as an opportunity to grasp essay writing techniques, enhance vocabulary, and refine grammar skills.
8th GRADE
BY KATHERINE DELAFKAREN
diverse range of subjects, including history, science, y approach the culmination of their 8th year, they ake an independent research project on a topic of ith the creation of a comprehensive 10-page written n to the school community. This year's class projects ne biology, banned books, the history of witch
ut to potential mentors. These mentors will play a the students delve deeper into their research, formulate formatting their paper. This collaboration marks a ng not only independent inquiry but also real-world
SPECIALTIES SPOTLIGHT
Specialty classes play a pivotal role in nurturing a child's intellectual, artistic, and practical capacities. At Golden Bridges School, we offer a diverse range of specialty classes, including Spanish, Math, Music, Handwork, Cooperative Games, Cyber Civics (6-8th grade), and Sexual Ethics and Literacy (5-8th grade). These classes exemplify the rich tapestry of educational experiences that set Golden Bridges School apart. In this issue, we’ve chosen to highlight Spanish and Handwork.
Spanish
Our Spanish classes emphasize practical speaking skills and expanding vocabulary, while aligning to each grades’ main lesson curriculum. In first through third grade, this involves learning to introduce oneself in Spanish, recognizing questions like "What is your name? How old are you? Where are you from? What grade are you in?" and being able to provide that information proactively in an introduction. In first and second grade, we may also focus on vegetables while simultaneously reviewing colors. 3rd graders concentrate on the Spanish alphabet, along with vocabulary related to food and nature, coinciding with their farm experience.
From fourth through eighth grade, we review these practical speaking skills and delve further into casual conversations, discussing subjects of interest and future plans.
In fourth, fifth, and sixth grade, the focus is on family relationships, while seventh and eighth grade explore the history of Spanish-speaking countries, verbs, conjugation basics, and various topics of interest.
Handwork
Our focus in handwork is on developing the “will forces” within each child. We do this with interesting, fun, and challenging fiber arts projects that take several months to complete. Projects meet each student at their stage of development. Individualized instruction from teachers and assistants in the classroom ensures that each child is working at their level of ability and encouraged to advance. The projects we create should be beautiful and functional, and enjoyed with gusto! Projects through the grades include knitted stuffed animals and flute cases, crocheted hats and bags, cross stitched pin cushions, and wool socks, knitted in the round.
AFTER CARE
When children arrive at the aftercare program, they've already had a full day! Their minds are buzzing with the knowledge acquired in their classrooms, and their hands and bodies have been engaged in various activities throughout the day. At this point, children are ready for some rest, relaxation, and unstructured time to socialize with their friends. Our weekly routine prioritizes ample outdoor activities, including visits to McLaren Park’s Yosemite Marsh and Springs, Redwood Grove Playground, and dedicated sessions in our art room for Art Lab and Ceramics on Wednesdays and Engineering Lab on Fridays. Additionally, private music lessons are available Monday through Friday.
Recognizing the diverse interests of our students, we actively seek opportunities to connect and support their passions. It has come to our attention that many of our students share a strong affinity for dogs and pets in general. Witnessing the genuine love our students have for their furry friends inspired us to create a "Wall of Beloved Pets" in our aftercare office. This space allows students to proudly share photos and drawings of their pets and other cherished animals.
In line with their pet passions and our commitment to the community, we initiated partnerships with Rocket Dog Rescue and Hawk Creek Farm. As part of these collaborations, we are sponsoring a dog adoption event at Hawk Creek Farm, as well as a plant sale to raise funds for Rocket Dog Rescue. To involve our aftercare students, we'll be creating flyers to promote the events. This collaborative effort not only supports meaningful causes but also provides our students with opportunities for creativity, community involvement, and a deeper connection with their interests.
Celebrating the Seasons
BY LYSSA BESHEARS
Golden Bridges School’s commitment to inclusive belonging aligns seamlessly with the Waldorf curriculum, particularly through the celebration of seasonal festivals. Seasonal festivals offer touch in our community where we can pause to reflect on memories of years past and anticipate times to come
During autumn, our Courage Festival commemorates the fall equinox, emphasizing acts of bravery to symbolize the soul's conviction for navigating the impending darkness of the shorter days.
In classrooms, teachers share a diverse array of stories, ranging from uplifting folk tales of dragon-taming for younger children, to discussions of contemporary metaphors for middle-grade students.
Upper-grade students draw inspiration from biographies illustrating the courage required for today's challenges. Our Courage Festival encourages students to embrace leadership and collaboration, through physical and artistic obstacles culminating with a shared meal of “Harvest Soup”, with vegetables chopped by our preschoolers, and Dragon Bread, made fresh by our kindergarteners.
Dia de los Muertos becomes a heartfelt and artistic exploration at Golden Bridges School, seamlessly blending cultural appreciation with our holistic approach. Students engage in meaningful activities, crafting vibrant altars adorned with marigolds and meaningful mementos, fostering a spirit of remembrance, creativity, and interconnectedness.
Winter brings our Winter Spiral, our celebration of the winter solstice, where the community comes together with their ‘individual light’ to create a stronger collective glow. Children walk one by one into the center of the spiral crafted with natural elements such as evergreen branches, pine cones, and candlesto light a candle. As they leave the spiral, they must choose a location along the path to place their lit candle. With each child’s journey in and out of the spiral, the path becomes brighter. This experience creates a touching metaphor for the cumulative power of community.
Our Spring Festival leads us into the spring equinox with gratitude and relief for the increasing sunlight and earthly bounty. In between weaving flower crowns and a potluck picnic, the community will enjoy student song and dance performances and a school-wide celebration of the Hindu festival, Holi, a joyous festival of color, love, and spring.
These festivities not only mark the natural rhythms of the year but also create lasting connections, forming a tapestry that reflects the distinctive spirit of Golden Bridges. The integration of Waldorf principles enhances our commitment to inclusive belonging, fostering a sense of community and shared experience.
Community Snapshots
