2018-19 The Prep Curriculum Guide

2018-2019 The Prep Curriculum Guide

Table of Contents Vision ........................................................................................................................................................... 5 Mission ......................................................................................................................................................... 5 Our Core Values ........................................................................................................................................... 6 Overview ...................................................................................................................................................... 7 Learning at The Prep ................................................................................................................................... 8 School Community ................................................................................................................................. 8 The Prep Chapel Program ...................................................................................................................... 8 Character ................................................................................................................................................. 9 Curriculum and Instruction .................................................................................................................... 9 Portrait of The Prep Student .................................................................................................................... 10 Kindergarten ......................................................................................................................................... 10 Grades 1 and 2 ....................................................................................................................................... 10 Grades 3 through 5 ................................................................................................................................ 11 The Prep Curriculum ................................................................................................................................. 11 Language Arts ........................................................................................................................................ 11 Library and Information literacy .......................................................................................................... 14 Mathematics .......................................................................................................................................... 14 Science................................................................................................................................................... 15 STEAM ................................................................................................................................................ 16 Social Studies ........................................................................................................................................ 17

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Music ...................................................................................................................................................... 18 Visual Arts .............................................................................................................................................. 18 Haleuluhe .............................................................................................................................................. 19 E MÄ lama I Ke Kino: Health and Wellness ............................................................................................ 19 Physical Education ............................................................................................................................ 20 Social-Emotional Well-Being ............................................................................................................ 20 Nutrition Education .......................................................................................................................... 20 Health Education .............................................................................................................................. 20 Gardening and Sustainability Practices ........................................................................................... 21 Nature Treks and Learning Trips ...................................................................................................... 21 Explorations .......................................................................................................................................... 22 A Typical Prep Student Schedule ............................................................................................................. 23 Student Life ............................................................................................................................................... 24 Grades 3 and 4 ....................................................................................................................................... 24 Intramural Sports .............................................................................................................................. 24 Lower School Library Aide ................................................................................................................ 24 Grade 4................................................................................................................................................... 24 The Prep Student Council ................................................................................................................. 24 Spelling Bee Club .............................................................................................................................. 24 Prep Events................................................................................................................................................ 25 Prep Morning Assembly .................................................................................................................... 25 Aloha Chapel ..................................................................................................................................... 25 St. Andrew’s Schools

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Nā Kūpuna Day .................................................................................................................................. 25 Christmas program ........................................................................................................................... 25 Science Fair ....................................................................................................................................... 26 100 Days Celebration ........................................................................................................................ 26 Prep Camp ......................................................................................................................................... 26 Talent Show....................................................................................................................................... 26 Field Day ............................................................................................................................................ 26 Boys' Day Kite Flying Day .................................................................................................................. 26 May Day Program .............................................................................................................................. 27 Prep Recognition Ceremony and Exhibition ................................................................................... 27 After School Care Program ....................................................................................................................... 27 Curriculum Guides .................................................................................................................................... 28 Kindergarten Curriculum ...................................................................................................................... 28 Grade 1 Curriculum ............................................................................................................................... 30 Grade 2 Curriculum ............................................................................................................................... 31 Grade 3 Curriculum ............................................................................................................................... 33 Grade 5 Curriculum ............................................................................................................................... 37 Music Curriculum .................................................................................................................................. 38 Visual Arts Curriculum .......................................................................................................................... 41 Haleuluhe Curriculum ........................................................................................................................... 42 E Mālama I Ke Kino: Health and Wellness Curriculum ........................................................................ 44 Technology Curriculum ........................................................................................................................ 46 St. Andrew’s Schools

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Library and Information literacy Curriculum....................................................................................... 50

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Vision Our vision is to help children learn and grow – to be their personal best, engaged in the world and inspired to making it more humane and just.

Mission St. Andrew’s Schools actively engage and educate students in a culture of care, love, and service.

Every child is known, challenged, understood, and empowered to strive for the highest.

Honoring our founder, Queen Emma Kaleleonālani, and grounded firmly in our Hawaiian heritage and spiritual values, St. Andrew’s fosters broad-minded awareness in every arena with a personalized curriculum that encourages children to discover their most expansive and courageous selves.

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Our Core Values Our Hawaiian and Episcopal heritage is fundamental to the school’s mission and vision. We celebrate Queen Emma's example of love, hope, faith, and service which inspires us all.

Strive for The Highest – Kūlia i ka Nuʻu Pono We value integrity and a shared sense of responsibility to create a more equitable and just world.

Hoʻomanawanui and Lokomaikaʻi We strive to be a compassionate, kind, and loving community that respects the worth and dignity of every individual.

‘Imi Naʻauao We believe in the transformative power of an education that inspires each child to strive for the highest.

Aloha We encourage independent thinking, diverse perspectives, and individuality that enrich and strengthen our community.

We foster meaningful relationships that allow members of our school community to experience and embrace the interconnectedness and diversity of our world.

Mālama We nurture the intellectual, emotional, physical, and spiritual well-being of every member of our community.

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Overview St. Andrew’s Schools’ K-5 program offers a rigorous, personalized, and interdisciplinary curriculum where academic and specialty subjects promote the joy of learning. Support and enrichment are provided based on each child’s needs.

The Priory Lower School and The Prep build solid spiritual, academic, social, emotional, and physical foundations in an environment of love, respect, and support. Classroom environments are safe, respectful, and nurturing, and students benefit from strong mentor relationships with their teachers and other adults. All children are celebrated and appreciated for their individual talents and gifts.

Our students: • • • • • • • • • •

develop a positive attitude about learning and enjoy the process of building knowledge develop the ability to think critically and creatively ask questions and investigate answers communicate effectively using a variety of media see issues from various perspectives and pursue multiple approaches to solving problems develop a growth mindset to take responsible risks, persist in the face of setbacks, and reflect on their experiences take pride in their progress and celebrate each other as unique, talented individuals learn how to work together in an atmosphere of mutual respect and appreciation act thoughtfully, ethically, and morally engage with the issues at the local, state, national, and world levels in a developmentally appropriate manner to become globally aware and responsible citizens By promoting these qualities in our programs, Priory and Prep students will become independent, confident, and resilient lifelong learners.

The Priory and The Prep’s specialized K5 programs recognize that boys and girls need distinct learning environments, sequencing of curriculum, and pedagogical approaches to thrive. Current research on neuroscience and developmentally appropriate practices have renewed our commitment to single-gender education. By personalizing our curriculum, instruction, and social-emotional support to address the different needs of boys and girls, our students are free to dream, learn, and grow.

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Learning at The Prep Students at The Prep enjoy a rich, developmentally appropriate, boy-friendly learning environment that allows each child to learn and thrive. Every aspect of The Prep is uniquely tailored to the developmental needs and interests of young boys which sets the stage for success in school and in life.

School Community Our culture of care, love and service ensures that every child is known, understood, and challenged to be his personal best. Our boys are actively engaged in the learning process and encouraged to Strive for the Highest - Kūlia i ka Nuʻu. Community building activities and events are specifically designed to build boys from the inside-out, so they have a strong sense of self confidence and behave kindly and compassionately toward others. Our boys celebrate their brotherhood and develop friendships that may last a lifetime. Parents have an opportunity to share their child’s learning journey through special events on and off campus.

The Prep Chapel Program Prep students attend weekly services in Monteiro Chapel. This setting allows for developmentally appropriate activities, leadership opportunities, and the space to explore themes relevant to their experience. Students become familiar with stories from the Hebrew Scriptures and New Testament.

They are introduced to seasons of the church year and major feast days. The larger community gathers for all-school chapel approximately once a month to celebrate holidays and special occasions in the historic Cathedral of St. Andrew. While the school is Christian in its foundation, St. Andrew’s Schools strives to create an inclusive environment where children of all backgrounds and faith traditions are welcome and valued. The chapel program at The Prep empowers each student to develop and enhance his own understanding of the sacred through worship experiences and interpersonal relationships.

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Character Our students receive guidance, love, and support to act thoughtfully, make good decisions, develop healthy relationships and learn how to behave in a social setting. We work on building leadership skills and expect our boys to act with integrity. We want our boys to be Pono, so we build the strength of mind, heart and will in each of our boys so they become young men who know and do the right thing. Teachers and staff focus on boys’ specific social and emotional needs to guide them as they develop a sense of self and embrace the diversity and individual gifts of every member of the community. We teach students to advocate for themselves and to build emotional intelligence and self-regulation skills to empower them to resolve issues that may arise. We implement a strengthbased approach to discipline, partnering with families to promote personal accountability, leadership, resiliency, self-management, and social competence.

Curriculum and Instruction Our personalized academic curriculum is aligned to national standards and designed to prepare our boys to be confident learners, critical and creative thinkers, and compassionate leaders.

The school schedule is tailored around boys’ developmental needs for movement and learning through play. A variety of specialty classes are built into the curriculum to intentionally incorporate boys’ voices and interests. Our teachers skillfully leverage boys’ energy and enthusiasm and appreciate multiple intelligences to help every boy learn to read, write, speak, calculate, and think about who they are as learners. Throughout the school year, our teachers consistently communicate to parents about students’ learning and growth. In addition, we hold two parent-teacher conferences per year for teachers to meet with parents and share their child’s progress. Learning portfolios and profiles are created for each child and shared with families so that school and home may effectively collaborate together to maximize the child’s learning and growth. Our philosophy is that each boy can be great and shine in school.

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Portrait of The Prep Student Kindergarten Our kindergarten students are enthusiastic learners who wonder about the world around them, actively explore it, and ask questions that help direct their learning. They begin to reflect on problems, try out ideas, and develop solutions to meaningful problems. With teacher support, they develop positive learning attitudes such as persistence and flexibility, as well as effective learning behaviors. They can reflect on how they know something, make connections between things that they learn, predict and plan.

In an environment of loving support and guidance, kindergarteners are able to regulate their emotions and behaviors. They learn to compromise, cooperate, resolve conflicts in positive and peaceful ways, and hold themselves accountable for their behaviors. They are able to follow classroom rules and directions, discuss problems and help generate ideas about possible solutions.

They improve their communication skills and develop and maintain friendships with peers. They continue to interact with peers and adults in kind, positive, empathetic, sympathetic, and helpful ways. With teacher guidance, kindergarteners learn to interpret others’ actions correctly and begin to see themselves as part of a larger group.

Grades 1 and 2 Our students continue their learning journey as eager, curious, persistent, and creative learners.

Within a supportive and loving environment, students learn to distinguish between right and wrong.

They exhibit increasing independence while learning how to seek help when appropriate. Through hands-on, active learning, they develop understanding and skills in areas such as concrete concepts, spatial reasoning, classification, part/ whole relationships, and sequencing. They construct knowledge by making connections between prior knowledge and new concepts and skills. As students progress through the lower elementary grades, they build the foundations for academic success and are well on their way to developing higher levels of self-reliance that will help them succeed in the higher elementary grades.

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Our students develop a deeper understanding of who they are and continue to foster their relationships with friends, teachers, and other adults. With guidance and loving support from teachers, students continue to cultivate the ability to collaborate with classmates, express opinions and feelings respectfully and appropriately, and play well with others. Students establish positive relationships.

Grades 3 through 5 From third through fifth grade, students will gain increasing independence and confidence with increasingly complex learning, managing and maintaining their relationships, and distinguishing between right and wrong to make decisions. They should feel a sense of accomplishment and joy using their experience and knowledge to work effectively on concrete tasks and to explore abstract concepts. They become adept at identifying patterns, making connections, and fine tuning their ability to categorize, plan, and recall.

Teachers will foster an environment where students develop independence as learners while practicing collaboration skills. Under their teacher's guidance, students will develop 21st century methods along with the academic foundations to be successful in middle school.

Teachers will continue to support students as they build appropriate communication skills, selfexpression, and learn to ask for assistance as needed. By the end of fifth grade, students will be ready for middle school, understand and appreciate who they are, know their areas of strengths and for improvement, and how they can contribute to the community with their individual talents and gifts.

The Prep Curriculum Language Arts The language arts curriculum encompasses all areas of communication. Reading, writing, handwriting, speaking, listening, and Internet communication skills provide the means to explore new interests, interact with others, and make sense of our world. Students learn to express St. Andrew’s Schools

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themselves creatively, accurately, and effectively. Various genres of literature and nonfiction selections are explored. “Close reading” is taught and encouraged as the boys ask and answer questions and make predictions and inferences. Technology is used to access and analyze information as well as a means for self-expression. In preparation for middle school, students develop a solid foundation in reading, writing, listening, and speaking; they engage with text at more complex levels and communicate in more nuanced ways. Prep students focus on: Reading Fundamentals • • • • •

Print concepts - developing an understanding of written language and how it works Phonological awareness - recognizing that words are made up of a variety of smaller sounds Phonics - understanding how sounds and letters are connected Word recognition - recognizing written words correctly and easily Fluency - developing the ability to read aloud accurately, with speed, and with appropriate phrasing to support understanding

Reading •

•

•

•

• • • •

Read closely for comprehension, moving from general recall to critical analysis Determine the central ideas and themes of written works Explore the characteristics, craft, and structure of fiction and nonfiction texts for deeper understanding Compare and contrast themes, topics, and characters, and determine relationships among individuals, events, and ideas Develop an awareness of multiple perspectives Summarize text and identify evidence that support points made by the author Draw information from multiple sources Synthesize information from multiple sources and draw conclusions

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Conventions • • •

• •

• •

•

Develop proper grammar and usage in writing and speaking Make appropriate use of capitalization and punctuation Use phonetic spelling as beginning writers and use conventional spelling as gradeappropriate Build increasingly sophisticated vocabulary Recognize that words have different meanings in different contexts Use context to determine meaning Interpret and use figurative language such as similes, metaphors, personification, and idioms Consult reference materials such as dictionaries and thesauruses

Writing • • • • • • • •

Practice age appropriate writing, from drawing and dictating to producing a variety of texts Plan, revise, edit, and rewrite Use writing appropriate to the audience and purpose Use appropriate sequencing, details, and precise language Complete research projects, gathering, summarizing, and paraphrasing information from a variety of sources Use digital tools to produce and publish Use different methods of communication as appropriate to the situation Develop and communicate opinions

Speaking and Listening • • • • • •

Participate in discussions Prepare for oral presentations Effectively communicate feelings, ideas, and opinions Listen for understanding Ask questions for clarification Converse appropriately

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Library and Information literacy The library has a collection of more than 18,000 books, including fiction, nonfiction, and periodicals for students and their teachers. All classes from kindergarten to fifth grade have a formal library lesson each week when students can listen to stories, browse and check out books, and receive instruction on information-seeking skills. The librarian encourages students to visit the library throughout the school day, whether for class resources in conjunction or to find a book to read for pleasure. The library curriculum is developmentally appropriate for each grade level and complements the lessons of social studies, language arts, and science. In using the library, teachers and the librarian focus on developing a love for books and building a solid foundation in research skills.

Mathematics Through the Singapore Math curriculum, Prep boys build a strong foundation in number concepts.

The program progresses through three basic levels: concrete, pictorial, and abstract. Fundamental concepts and skills are mastered before moving on to higher-level problem solving. Through multisensory activities, students develop strong number sense, mental math skills, and an understanding of place value. They utilize strategies such as model drawing in which students visualize word problems as well as organize information to find logical solutions. Persistence, flexibility, and reflection are emphasized. Online tools and apps enhance and encourage student learning and engagement. Students apply math skills and strategies across the curriculum, realizing the relevance of mathematics to their everyday lives.

The math curriculum follows a logical progression that includes: • • • • • •

• • • •

Whole numbers Composing and decomposing Addition, subtraction, multiplication, and division Fractions, decimals, and percentages Money Measurement - length, weight, mass, capacity, perimeter, area, volume Geometry Ratios and averages Data analysis and probability Algebra

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Science Our science curriculum encourages children’s wonder and curiosity. They explore concepts and skills in the physical, life, earth, and space sciences, engineering, technology, and science applications. By engaging in hands-on exploration, science is fun, exciting, and inspirational. Whenever possible, STEAM (Science, Technology, Engineering, Art, and Mathematics) projects are integrated into the curriculum.

Students are also guided through the steps of the Engineering Design Process (EDP) to problem solve with tangible results. They appreciate that solutions to real-life issues take trial, error, and persistence. The students are given the opportunity to practice and apply their critical thinking skills by actively engaging in campus sustainability practices and projects. By the time they move on to middle school, they are poised to enjoy and explore more complex phenomena in the major science disciplines and to investigate the world as scientists. Our students: • • • • • • • • • •

Ask questions to define a problem Conduct background research Brainstorm and choose the best solution Build a prototype Test and redesign Analyze, interpret, and represent data in various ways Support arguments based on evidence Obtain, evaluate, and communicate information using appropriate technologies Develop an appreciation and sense of responsibility for our environment and contribute to its conservation Use appropriate technology to aid in the investigation of the natural world

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STEAM STEAM makes learning fun and inspiring by engaging in cross-curricular, project-based learning. Our students study problems, work together to arrive at creative solutions, test ideas, think critically about situations or issues, and persevere to rework ideas to achieve quality outcomes. Students freely ask questions, think outside the box, and arrive at innovative solutions to problems. Our students: • • • • •

Wonder like a Scientist Code like a Technologist Design and build like an Engineer Imagine and create like an Artist Problem-solve like a Mathematician

Technology Education Using technology in the classroom helps prepare 21st century students for their future careers. Integrating technology into the learning environment not only addresses individual learning preferences and encourages collaboration, it also affords them opportunities to learn outside the classroom and gives them the most up-to-date information and resources at their fingertips. Using technology also teaches students responsibility caring for the equipment as well as behaving as responsible digital citizens in the global online world. Throughout the year, internet safety and computer ethics are discussed with all students via Digital Citizenship lessons.

Students are introduced to technology in kindergarten, and through second grade they have access to mobile iPad and computer carts to create visual projects, do basic internet research, and work with robotics. In first grade, students begin using computers to work on math and coding lessons.

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Students in third and fourth grades share mobile computer and iPad carts to learn basic computer skills and programs such as Word, PowerPoint, and Google Apps. They also practice typing, code, build and program robots, and make iMovies. Class sets of iPads are used for reading, science, math, and social science.

Engineering Design Process (EDP) The Engineering Design Process (EDP) challenges students to use critical thinking skills to solve complex and realistic problems. Students learn to value the process of asking questions, designing solutions, testing them out, and going back to the drawing board to improve the product even further. EDP is also implemented as our students engage in sustainability practices in our garden beds, aquaponics systems, worm bins, and chicken coop.

Social Studies The social studies curriculum teaches the students how to be good citizens, make appropriate decisions to promote the common good, and be fair and effective leaders. Students are encouraged to appreciate diversity and inclusivity, be involved in civic issues, and understand democratic values.

Queen Emma’s vision is reflected in students’ commitment to be of service in the classroom, in community, and to the larger world. Field trips, guest speakers, community participation and simulations make the curriculum real and relevant for the boys. By the end of the lower school education, students are able to reflect intelligently about their relationships with others and oriented toward civic engagement.

Our students: • •

• • •

•

Develop a comprehensive understanding of who they are Understand and appreciate similarities and differences among cultural groups Understand and learn from past events Appreciate and articulate different viewpoints Utilize geographic concepts and skills through the use of maps, globes, and other tools Work collaboratively to solve problems and resolve conflicts

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• • • •

Realize how behaviors, actions and/or events affect others Distinguish between needs and wants Understand the interplay of supply and demand Contribute to the community through service

Music The music curriculum teaches students to problem solve by figuring out how to sing, play, and work together to produce beautiful music. This is done through imitation and/or conventionally through note-reading, playing instruments, singing, dancing, or movement. Students deepen their understanding of how to express themselves with imagination and interact positively with others.

The music department integrates world cultures and discipline and emphasizes Hawaiian language, song, and hula. Pride in our Hawaiian heritage culminates in the May Day program each year. Under teachers’ guidance, students deepen their understanding of process and performance, and develop their imagination, creativity, self-expression, and communication skills. We nurture their love of music, dance, and performance, laying the foundation from which future musicians, dancers, and actors may bloom.

Visual Arts The visual arts program places students in a studio setting where visual and tactile perception is encouraged by learning to see and create like an artist through direct observation, creative thinking, problem solving and respect for their own work and the work of others. Each child is challenged to discover new directions and acquire more advanced hand-eye coordination skills. The program builds on a framework of art concepts, elements, and techniques. As part of our STEAM curriculum, the visual arts program ties in mathematical concepts such as linear symmetry and patterns as students learn about the elements of design (color, line, shape, texture, space, form, unity, harmony, and balance).

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Haleuluhe Haleuluhe is an integrated Hawaiian studies program that grounds our haumāna in the rich ʻike, ʻōlelo, mele, and hula of our ʻāina, Hawaiʻi. Haleuluhe refers to the home of Kamehameha II where St. Andrew’s Schools now stands and ties the school to the historic roots of this ʻāina. Haumāna will explore the culture and heritage that makes Hawaiʻi unique, embody the values (Aloha, Pono, ʻImi Naʻauao, Hoʻomanawanui, Mālama, and Lokomaikaʻi) that characterized Queen Emma and her visionary work, and deepen their knowledge of the accomplishments of those who came before them. By looking to the ancestors, St. Andrew’s Schools haumāna are inspired to continue the legacy of Queen Emma, perpetuate the history and culture of Hawaiʻi, and contribute to our school, community, and the world. Like the ʻohā of the kalo, our haumāna will be the new shoots, growing and flourishing while reaching out into the community. At the same time, the roots and foundation of their heritage and sense of place will remain strong. The haumāna of St. Andrew’s Schools will be the next generation to perpetuate the Queen’s Legacy in seeking knowledge and wisdom.

E Mālama I Ke Kino: Health and Wellness Health and wellness encompass both physical and social-emotional dimensions and provide the foundations for happy, smart, thriving children. E Mālama I Ke Kino (Take Care of Your Body) fosters the development of a healthy mind, body, and spirit of our keiki through a holistic approach that integrates: • • •

physical education, nutrition, and health curricula promote physical health through fun, vigorous physical activity, good eating habits, and knowledge about our growing bodies social-emotional curriculum that utilizes mindfulness to promote emotional regulation and healthy attitudes toward self, others, and the earth nature treks and gardening program that encourage the exploration of the natural wonders of the world around us to enrich and enhance physical, spiritual, and social-emotional wellbeing.

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By fostering physical strength and resilience as well as thoughtful, kind, and empathetic attitudes and knowledge about how to take care of oneself, others, and our earth, E MÄ lama I Ke Kino lays the groundwork for curiosity, academic excellence, and good citizenship.

Physical Education Our students cultivate the knowledge, skills, and attitudes necessary to mÄ lama, or care for and develop healthy bodies and relationships with self, others, and our community. Students engage in regular, vigorous, and sequential program of movement exploration, fundamental sports skills, cooperative play and intramural competition. Nature-based learning trips promote physical health as well as fostering an appreciation for the natural beauty that surrounds us.

Social-Emotional Well-Being Our students develop healthy relationships with self, others, and the earth through social and emotional learning opportunities.

Utilizing evidence-based practices such as mindfulness and the RULER program, students are taught practical skills to enhance and broaden awareness and cultivate emotional intelligence.

They are given opportunities to strengthen their connections through loving-kindness and gratitude practices while growing more familiar with their best self. Emphasis on social and emotional wellbeing affords students a well-rounded educational experience.

Nutrition Education Our students learn about healthy eating and good nutrition through our gardening curriculum.

Children work outdoors where they are exposed to the cultivation and enjoyment of healthy, edible plants which enforces healthy food choices.

Health Education Students learn about their bodies and healthy behaviors through our health education curriculum. This developmentally appropriate curriculum explores how the body works and grows and teaches students how to care for their bodies, so they become healthy and strong. Community doctors, nurses, dentists, and other health care professionals regularly visit the classroom to teach students about proper health and hygiene habits.

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Gardening and Sustainability Practices Students have an opportunity to participate in a variety of sustainable practices on campus.

Students explore and learn about worm beds, aquaponics systems, garden beds, and chicken coop.

Through these practices, students become aware of the impact that their beliefs and actions have on the natural environment.

Our program places special emphasis on the school-wide use of the garden beds located near the classrooms. Research studies promote the benefits derived through gardening. By getting their hands dirty, students make deeper connections between nutrition, healthy eating, and food cultivation. Gardening also reduces stress and anxiety as students actively play while they learn. The gardening curriculum integrates the skills associated with STEAM - reasoning, initiation, planning, and organizational skills.

Nature Treks and Learning Trips Off-campus trips and nature treks offered in grades K through 5 take Prep boys outdoors for learning and exploring. Through these experiences they learn to how to become good stewards of the land, build confidence and independence, and develop a greater appreciation of the intrinsic value of nature.

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Explorations Children need time to explore, investigate, research, and create.

Research shows that student-driven inquiry increases student engagement and intrinsic motivation to learn. Explorations provides the time, space, and resources for our students to pursue their interests, develop passions, and learn new skills. As students freely explore and use their imagination and creativity, they practice decision-making, research, and oral presentation skills.

When students are given the opportunity to discover and hone their talents, delve into a topic of their interest, and make meaning out of their discoveries, they experience deep joy in learning and develop confidence.

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A Typical Prep Student Schedule Start Time Monday

Tuesday

Wednesday

Thursday

Friday

7:45 8:00 8:15 8:30 8:45 9:00 9:15 9:30 9:45 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30

Homeroom Reading and Writing

Homeroom P.E.

Homeroom Reading and Writing Art

Homeroom Spelling Test

Homeroom Reading and Writing

12:50 1:00 1:15 1:30 1:45 2:00 2:15 2:30

Reading Circle Science

Library and Information literacy

Music

2:45 3:00

Homeroom Dismissal

Homeroom Dismissal

Reading and Writing

Haleuluhe

Recess

Recess

Finish work

Reading buddies

P.E.

Reading and Writing

Math

Technology

Math

Change Clothes

K-5 Recess Chapel Recess Reading and Writing Math

Recess P.E. Reading and Writing

P.E.

Math

Lunch and Recess

Story Time Lunch and Recess

Story Time Lunch and Recess

Story Time Lunch and Recess

Story Time Lunch and Recess

Social Studies

Haleuluhe

Research in Library

Reading and Writing

Science

Math Explorations

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Social Studies Clean-up Homeroom Dismissal

Homeroom Dismissal

Homeroom Dismissal

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Student Life St. Andrew’s Schools’ comprehensive approach to learning focuses on educating the whole child. In addition to a comprehensive and challenging academic program, there are a variety of opportunities and events where our K-5 students may learn new skills, practice leadership, do community service, and build school spirit and community.

Grades 3 and 4 Intramural Sports Intramural Sports gives students the opportunity to learn sports skills in a fun and supportive environment. Volleyball runs during fall and basketball runs during winter. Coaches make modifications and employ developmentally appropriate game rules so students can learn and master sports skills. Students also learn team-work, resilience, persistence, sportsmanship, and how to compete in a healthy manner.

Lower School Library Aide Students may volunteer to assist the Head Librarian in the management of the Lower School Library, learning valuable life skills such as responsibility, commitment, and courtesy. Each student works 20-30 minutes per week and learns several jobs including telephone courtesy and the technical work involved in library organization. Students must fill out a work permit signed by both a parent and the classroom teacher.

Grade 4 The Prep Student Council The Prep Student Council is comprised of fourth grade students and guided by the Prep Student Council Advisor. Council members learn parliamentary procedures to present ideas and vote on proposals. Student Council gives students the opportunity to develop leadership skills by organizing and implementing school assemblies, events, and service projects that contribute to school spirit and welfare. Student Council serves as the voice of the student body that represents and shares ideas, interests, and concerns with the school community.

Spelling Bee Club The club’s purpose is to help students improve their spelling, increase their vocabulary, and develop correct use of the English language. The Spelling Bee Club meets weekly to prepares for local spelling bees by using a variety of material. By winning a series of spelling competitions, students may advance to the Scripps National Spelling Bee.

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Prep Events Prep Morning Assembly Every Friday morning the students and teachers of The Prep gather together for a morning assembly.

This assembly establishes a sense of school-wide community and offers a period of reflection. During this time special announcements are given, jokes are told, and students engage in the rituals of reciting the pledge of allegiance and our school motto, Kūlia I Ka Nuʻu.

Aloha Chapel At the beginning of the school year, our oldest students present the incoming kindergarten class with lei as a formal sign of welcome into the Prep ʻohana during this special chapel service. Stories and songs are shared about the meaning of aloha and the ways in which our community strives to embody this value.

Nā Kūpuna Day In Hawaiʻi, we naturally uphold and respect our kūpuna for their wisdom and “know-how”, which is passed on from generation to generation. To honor kūpuna, our K-5 community welcomes grandparents or kūpuna to our campus to spend this special day with their grandchildren (moʻopuna).

The day offers grandparents the opportunity to participate in a sampling of classes, enjoy a special luncheon, and attend various activities, games, and performances, as well as meet fellow members of the K-5 community.

Christmas program Our K-5 students participate in our Christmas Program to celebrate Christmas and the holiday season. In this program the students show their talents and creativity by performing festive instrumental and choral music for their families and special guests. It is a wonderful time to enjoy the season and experience the joy of giving through their performances.

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Science Fair Fourth and 5th grade students participate in Science Fair, learning the scientific method as they question, hypothesize, develop procedures, conduct experiments, collect data, analyze results, and reach a conclusion. In class, they are guided through applying the scientific method on a topic of their choice and complete their projects individually as they receive one-on-one attention through class conferences. The Science Fair, part of the St. Andrew’s Schools Academic Fair, is held in January, and friends and family members are invited to view and celebrate their child's hard work.

100 Days Celebration On the 100 day of school the students participate in games, activities and special lessons using different mathematical concepts based around the number 100. This day also allows the students to reflect and take pride in their growth and enjoy each other’s company in friendly competition and camaraderie. th

Prep Camp Working together to accomplish a goal, supporting each other, and reaching milestones together as a group fosters a strong community and life-long friendships. Each year the boys have an opportunity to do all of this and more when they attend our Prep Camp. While creating lasting bonds, the boys learn a variety of skills and gain knowledge about the island environment we live in.

Talent Show Talent show is an opportunity for our students to shine and feel proud of their talents and interests.

Students are invited to prepare an act, circus trick, martial arts demonstration, instrument performance, dance, song, or anything they can dream up! Parents and friends are invited to support and cheer on their favorite performers.

Field Day Our annual Field Day is a special event for our preschool through fifth grade students. Students from The Prep, The Priory Lower School and Queen Emma Preschool gather together to engage in fun hands-on crafts activities and field games as they enjoy the beautiful and tranquil natural surroundings of Queen Emma Summer Palace.

Boys' Day Kite Flying Day Prep students celebrate boyhood and build community with each other on this special day. They enjoy flying koinobori, or Japanese carp-shaped windsocks that are flown in Japan to mark this occasion, using the Engineering Design Process to design, build, and test their own kites.

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May Day Program In Hawaiʻi, May Day is Lei Day, a cultural and historical celebration. Our students’ families are invited to see our students perform Hawaiian cultural songs and dances. It is also a day when we celebrate and honor our Hawaiian heritage central to St. Andrew’s Schools’ mission.

Prep Recognition Ceremony and Exhibition The Prep recognizes student achievement at the yearend Recognition Ceremony. All students will be recognized for their individual skills and interests, with six distinct certificates given to those students who best demonstrate each of the following values: Aloha, Pono, ʻImi naʻauao, Hoʻomanawanui, Mālama, and Lokomaikaʻi. Students will also be exhibiting work for family and friends. It’s a wonderful day of celebration and community.

After School Care Program After School Care operates Monday through Friday, 3:00 to 5:30 pm. The afternoon begins with a 15minute recess followed by a supervised homework session. During the remainder of the day students are assigned to various activities such as supervised playground, arts, crafts, or board games.

Enrichment classes are available at the beginning of each semester for an additional fee.

More information may be found at http://www.standrewsschools.org/the-prep-for-boys/afterschool-care.

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Curriculum Guides Kindergarten Curriculum Quarter 1

Quarter 2

Quarter 3

Quarter 4

Reading Foundational Skills Letter and sound recognition, phonics and sight word recognition Literature and Informational Text Fiction and nonfiction selections to support all subject areas LANGUAGE ARTS Language Vocabulary acquisition and use, conventions of standard English Handwriting and Writing Pencil grip and stroke order, phonetic spelling, labeling, creating books, recognizing and using conventions in simple sentences Speaking and Listening Comprehension/collaboration, presentation of knowledge and ideas

MATH

Counting, Cardinality Counting with one-toone correspondence, number representation, counting by ones, tallying Algebraic Thinking Number bonds Geometry Patterns and shapes Life Sciences Five senses, living/nonliving, real/pretend, plants, human body

SCIENCE

Counting, Cardinality Counting with one-to-one correspondence, number representation, counting by ones, tallying Operations and Algebraic Thinking Number bonds, tallying

Numbers and Operations in Base 10 Number bonds Place value

Measurement and Data Tallying, graphing, measuring with standard and non-standard units, sequencing, time, money

Measurement and Data Measuring with standard Mathematical Practice and non-standard units, Simple addition and subtraction, simple word problems Tallying, graphing

Geometry Patterns and shapes Life Sciences Mammals and other animals, life cycles/growth and change, gardening

Life Sciences Insects, Healthy heart Earth Sciences Weather, seasons, day and night sky,

Physical Sciences Matter, forces and motion, magnets Earth Sciences Rocks, trees, conservation

Physical Sciences Floating, sinking

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Myself and Others Students are introduced to an integrative approach of social studies by exploring aspects of self, others, SOCIAL STUDIES families and communities across the world in developmentally responsive ways through history, geography, civics and government, and economics. They will develop an awareness of the similarities among individuals in the classroom as well as within the school, community and world.

STEAM

Our students engage in a variety of cross-curricular STEAM projects using EDP. By engaging in hands-on, interdisciplinary EDP projects, students build their problem-solving, critical thinking, and communication skills as they collaborate, ask, imagine, plan, create and improve their projects.

ASSESSMENT and Assessment is ongoing and includes teacher observations, learning centers, student participation, EVALUATION assignments, projects, learning portfolios RESOURCES

Wonders Reading Program, Daily 5, Reading A-Z, Handwriting Without Tears, Math in Focus

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2018-2019 The Prep Curriculum Guide

Grade 1 Curriculum Quarter 1

Quarter 2

Quarter 3

Quarter 4

Reading Foundational Skills Print concepts, phonological awareness, phonics and word recognition, fluency Literature and Informational Text Support social studies, science, and math concepts LANGUAGE ARTS

Language Conventions of standard English, vocabulary acquisition and use Writing Opinions, informative/ explanatory texts, narratives, poetry, research

MATH

SCIENCE

SOCIAL STUDIES

STEAM

Listening and Speaking Comprehension/ collaboration, presentation of knowledge and ideas Numbers and Operations Geometry Measurement Numbers to 100 Two- and threeWeight Number bonds dimensional shapes Calendar and time Addition/ subtraction Patterns Facts to 20 Data and Graphs Measurement Length Problem Solving

Numbers and Operations Add and subtract to 100 Money

Earth and Space Science Heavenly bodies Weather Seasons

Life Science Earth Science Physical Science Animals and plants Sustainability of Properties of Structure natural and mansound Function made environments Growth Properties of light Development of organisms Students continue to explore history, geography, civics, government, and economics through an integrated approach using the context of school and families. Social institutions are introduced. Students learn how and why neighborhoods and communities change over time. Students explore the characteristics of their own community and the importance of giving to the community.

Students engage in a variety of cross-curricular STEAM projects using the EDP. By engaging in hands-on, interdisciplinary EDP projects, students build their problem-solving, critical thinking, and communication skills as they collaborate, ask, imagine, plan, create and improve their projects.

ASSESSMENT and EVALUATION

Assessment is ongoing and includes teacher observations, learning centers, student participation, assignments, projects, learning portfolios

RESOURCES

Wonders Reading Program, Daily 5, Reading A-Z, Raz Kids, Handwriting Without Tears, Math in Focus, IXL, Science Fusions

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Grade 2 Curriculum Quarter 1

Quarter 2

Quarter 3

Quarter 4

Reading Foundational Skills Decode, predict, infer, draw conclusions, summarize, compare, evaluate Literature and Informational Text Classic literature, early chapter books, various literature to support social studies, science, and math topics LANGUAGE ARTS

Language Vocabulary acquisition and use, conventions of standard English Writing Non-fiction writing narratives, informative/explanatory texts Creative writing stories, fables, poetry, journal prompts

MATH

SCIENCE

SOCIAL STUDIES

Listening and Speaking Comprehension/collaboration, presentation of knowledge and ideas Numbers and Operations Operations and Measurement in Base 10 Algebraic Thinking Time Place value to 1,000 Addition Money Skip counting Subtraction Length, weight Number names Capacity Number bonds Problem Solving Estimation Solving one and twoProblem Solving step word problems Operations Model drawing Model drawing Multiplication, division

Life Sciences Ecosystems: Interactions, energy, and dynamics

Life Sciences Biology: Unity and diversity

Problem Solving Solving one and two-step word problems Model drawing Earth Sciences Earth systems: water, weather, landforms, and changes in nature

Geometry Shape Attributes Data and Graphs Pictographs Bar graphs Problem Solving Solving one and twostep word problems Model drawing

Physical Sciences Matter and its Interactions: Properties and purpose, changes in matter, materials, and construction

The Local Community Students continue the integrative approach through the context of different kinds of local communities larger than their immediate surroundings. They explore the ways communities change over time, the concept of democracy, the purposes and functions of government, and the interaction of citizens in the local community.

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Quarter 1

Quarter 2

Quarter 3

Quarter 4

STEAM

Our students engage in a variety of cross-curricular STEAM projects using EDP. By engaging in hands-on, interdisciplinary EDP projects, students build their problem-solving, critical thinking, and communication skills as they collaborate, ask, imagine, plan, create and improve their projects.

ASSESSMENT and EVALUATION

Assessment is ongoing and includes: Teacher observations, class participation, learning centers, assignments, projects, tests, quizzes, student reflections, and learning portfolios

RESOURCES

Wonders Reading Program, Daily 5, Reading A-Z, Raz Kids, Handwriting Without Tears, Math in Focus, IXL, Science Fusion

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Grade 3 Curriculum Quarter 1

Quarter 2

Quarter 3

Quarter 4

Reading Foundational Skills Decode, predict, infer, draw conclusions, summarize, question, evaluate Literature and Informational Text Various literature to support social studies, science, and math concepts LANGUAGE ARTS

Language Vocabulary acquisition and use, conventions of standard English Writing Opinions, informative/explanatory texts, narratives, poetry, research, reports Speaking and Listening Comprehension/collaboration, presentation of knowledge and ideas

MATH

Operations and Algebraic Thinking Double-digit addition/subtraction Place value Problem Solving Model-drawing

Earth Sciences: SCIENCE

Weather and climate Natural hazards and impacts

SOCIAL STUDIES

Measurement and Data Number and Time/elapsed time Operations Multiplication and Money Fractions division Graphs Problem Solving Problem Solving Model-drawing Model-drawing Life Sciences Life cycles of Physical Sciences: plants and animals Forces and motion: Traits of living Strength and direction things Electric and magnetic Aquaponics vs forces Hydroponics EDP

Geometry Polygons Area and perimeter Volume and capacity Problem Solving Model-drawing Life Sciences Changes on Earth: Adaptation and natural selection Relationship between habitats Butterfly EDP

Our HawaiĘťi: Students explore the past, present, and future of the State of Hawaii through the disciplines of history, geography, economics, civics and government. The curriculum is integrated with the Haleuluhe program, where students engage in Hawaiian language, music, and hula.

Our students engage in a variety of cross-curricular STEAM projects using the EDP. By engaging in hands-on, interdisciplinary EDP projects, students build their problem-solving, critical thinking, STEAM and communication skills as they collaborate, ask, imagine, plan, create and improve their projects.

ASSESSMENT and Assessment is ongoing and includes: EVALUATION

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Quarter 1

RESOURCES

Quarter 2

Quarter 3

Quarter 4

Teacher observations, class participation, learning centers, assignments, projects, tests, quizzes, student reflections, and learning portfolios Wonders Reading Program, Daily 5, Reading A-Z, Raz Kids, Handwriting Without Tears, Math in Focus, IXL, Science Fusion

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2018-2019 The Prep Curriculum Guide

Grade 4 Curriculum Quarter 1

Quarter 2

Quarter 3

Quarter 4

Vocabulary skills: Prefix study, vocabulary study, word of the day, analogies, synonyms, word ladders Reading Comprehension skills: Range of text types and purposes, story elements, text connections, figurative language, main idea and supporting details, cause and effect, fact and opinion, prediction and inference, comparison, sequencing, signal words and transitions LANGUAGE ARTS

Language: Conventions of standard English: grammar, usage, capitalization, punctuation, spelling, sentence structure, paragraphing Writing: Range of text types and purposes, poem and story responses, outlining, graphic organizers, note taking, summarizing, paraphrasing Speaking and Listening: Following directions, presentation skills Place value of whole Tables and lines Decimals numbers Graphs Adding and subtracting Estimation and number Data and theory probability Angles

MATH

Whole number

Fractions and mixed numbers

Perpendicular and parallel line segments

Model drawing

Squares and rectangles

Area and perimeter Symmetry Tessellations Model drawing

multiplication and division Model drawing Life Science/Earth Science Science skills

Science Fair Applying the scientific method

From molecules to organisms

Question

Model drawing Science Fair Data Results Conclusion

Research Earth and human activity SCIENCE

Oral presentation Hypothesis Procedure Experiment

Life Science/Earth Science Waves and technology Earth’s place in the universe Earth’s systems

Participation at Academic Engineering design Fair Anatomy: The male body Puberty and changes

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Quarter 1

SOCIAL STUDIES

STEAM ASSESSMENT and EVALUATION RESOURCES

Quarter 2

Quarter 3

Quarter 4

Our Nation: Using the context of the United States, students learn significant social studies concepts within an increasingly complex social environment. They examine fundamental concepts in history, geography, civics, government, and economics organized by topic, region, or issue.

Our students engage in a variety of cross-curricular STEAM projects using EDP. By engaging in hands-on, interdisciplinary EDP projects, students build their problem-solving, critical thinking, and communication skills as they collaborate, ask, imagine, plan, create and improve their projects.

Teacher observations, class participation, assignments, projects, tests, quizzes, student reflections, and Learning Portfolios Wonders Reading Program, Daily 5, Reading A-Z, Raz Kids, Handwriting Without Tears, Math in Focus, IXL, Science Fusion

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Grade 5 Curriculum Quarter 1

Quarter 2

Quarter 3

Quarter 4

Vocabulary Skills Root study, vocabulary study, word of the day, analogies, synonyms, word ladders Reading Comprehension skills Range of text types and purposes, story elements, text connections, figurative language, main idea and supporting details, cause and effect, fact and opinion, prediction and inference, comparison, sequencing, signal words and transitions LANGUAGE ARTS

Language Conventions of standard English: grammar, usage, capitalization, punctuation, spelling, sentence structure, paragraphing Writing Range of text types and purposes, poem and story responses, outlining, graphic organizers, note taking, summarizing, paraphrasing

SOCIAL STUDIES

Speaking and Listening Following directions, presentation skills Ancient Civilizations Students continue to advance their understanding of history, geography, civics, government, and economics as they explore the contributions of ancient civilizations and cultures.

Whole Numbers Whole number Multiplication and division Fractions and mixed numbers

Multiplying and Dividing Fractions and Mixed Numbers: Algebra Area of a Triangle

Science Skills Ecosystems, energy from molecules to organisms Matter and its interactions

Engineering Science Fair

MATH

SCIENCE

STEAM SUPPORTING ACTIVITIES ASSESSMENT and EVALUATION RESOURCES

Ratio Decimals Multiplying and dividing Decimals

Percents Graphs and Probability Angles Properties of triangles and four-sided figures Three-dimensional shapes Earth’s Systems Earth and human activity Engineering design

Engineering Science Fair Earth’s place in the universe Forces and interaction Our students engage in a variety of cross-curricular STEAM and projects using EDP. By engaging in hands-on, interdisciplinary EDP projects, students build their problem-solving, critical thinking, and communication skills as they collaborate, ask, imagine, plan, create and improve their projects.

Computer technology Library Science Fair Hawaii Nature Center Spring musical resources, films, and videos encounters Teacher observations, class participation, assignments, projects, tests, quizzes, student reflections, and learning portfolios Wonders Reading Program, Daily 5, Reading A-Z, Raz Kids, Handwriting Without Tears, Math in Focus, IXL, Science Fusion

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Music Curriculum Quarter 1 Fast/slow, talking/ singing/whisper/shout

Quarter 2 High/low, beat/no beat, echo imitation

Quarter 3 Loud/soft

Quarter 4 Upward/downward melodic rhythm

Movement exploration Creative movement Rhythmic speech and body percussion Kindergarten

Rhythmic speech and body percussion

Creating songs Steady beat Beat motion activities

Pitch matching and singing in tune Sol, Mi

Singing games

Word syllabification with steady beat

Ocean- songs and movement, body isolations, mirroring

Create word chants to create ostinati

Rhythm instruments

Triple meter

Movement activities

Sol and Mi Solfege

La Solfege

Measure

Seasons songs and movements

Dotted quarter note/rest

Beat vs. rhythm

Xylophones: tonic note Explore space, time, and and Chord Bordun Solo/group singing energy (levels, Timbre: untuned pathways, personal vs. percussion and simple Seeds and plants- songs Exploration on pitched shared space) rhythm instruments percussion and movement Begin icon tracking Pathways Christmas performance Mozart Review concepts, energy (levels, pathways, personal vs shared space, body facing, focus, positive vs negative space), duple meter, pitch matching

Balance of teacher directed and student Xylophones: tonic note lead rhythmic practice and chord borduns Exploration on pitched Mirroring vs shadowing Xylophones: chord and percussion broken borduns Exploration on pitched percussion Solo and Group singing Mozart- The Magic Flute Exploration on pitched percussion Same or different form Latin music and (AA or AB) movement Singing games Quarter/eighth note

Grade 1

Review and assess student skills through simultaneous imitation games and activities

Mirroring

Christmas performance Traditional folk dance Xylophones 2-part ostinati

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Quarter 1

Grade 2

Grade 3

Grade 4

Quarter 2

Quarter 3

Quarter 4

Review grade 1 material Laban movement Solo/group singing efforts (glide, float, press, wring, dab, flick, Questions and answers Loco-motor/nonpunch, slash) locomotor Japanese music and Three levels of body Solo/group singing movement percussion Two-part canon Weather and cloud Time, energy, space: songs and movement Balance of movements Life cycle songs and movement, half note Pentatonic songs, Mozart: The Magic Flute and Traditional folk dance, melody sung with vocal Half rest, xylophones, ostinato, Xylophones

Solo/group singing

Christmas performance Review grade 2 material Cross over moving High do, Low la, bordun patterns perform in triple meter, Time, energy, space: improvise, and read recorder, xylophones, Anacrusis Two, three-part canons: instrumental, unpitched percussion vocal, movement traditional folk dance, Recorder movement and music through elemental form Jazz music and Cannonic movement movement (interrupted/ Free movement/ overlapping/ continuous) Question and answer creative movement improvisation (music Chinese music and and movement) Elemental form (ABA, movement ABAC) Recorder, xylophones, Mozart: The Magic Flute unpitched percussion

Xylophones Orff orchestration with four complementary parts

Ukulele

Christmas performance Rhythmic activities Rhythmic activities

Recorder

Rounds, canons

Ukulele

Rhythmic activities

Duets

Recorder

Define chord and changing chords

Ukulele

Duets

Orff Schulwerk Flocking, canonic music and movement Traditional folk dance Three-part ostinati Chord, level, and broken bordun, increase number of parts on instruments

Recorder, xylophones, unpitched percussion Traditional folk dance Using external impetuses for inspiration (visual art, books, poetry, soundscapes, recordings)

E Mele Kakou

Recorder

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Quarter 1 Single eighth notes, dotted quarter Fa

Grade 5

Quarter 2 Music literacy Sixteenth notes (four together)

Mozart: The Magic Flute Christmas performance Mozart: The Magic Flute Theatrical improvisation Introduction to Theater Mixed meter Low ti Two, sixteenth notes Orff Schulwerk and an eighth: Tika ti

Quarter 3

Quarter 4

Native American music and movement Improvise over a bases ostinato Musical improvisation and composition

E Mele Kakou

American music Orff Schulwerk

Orff Schulwerk Christmas performance

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2018-2019 The Prep Curriculum Guide

Visual Arts Curriculum Quarter 1 Kindergarten

Grade 1

Quarter 2

All About Me, family, Pattern, color, holiday line, shape (Painting, printmaking (Drawing, resist) resist, collage) Line, shape, color Animals, collage, clay (Drawing, painting, resist) Line, shape, color, texture, pattern

Animals, Matisse, air dry clay, clay

(Drawing, painting, resist) Line, shape, texture, color, visual rhythm

(Printmaking, mixed media) Plants, animals, clay building

(Drawing, painting, resist) Line, shape, movement/space, abstract art

(Printmaking, collage)

Grade 2

Quarter 3

Quarter 4

Fiber art, marine life, plants, stamping, printing

Clay building, drawing, pastels, collage, resist

Fiber Art, symbols, mixed media

Clay building, printing, 3D art

Asian influence in art, fiber art, weaving, stitching, collage

Form and balance, sculpture, clay, pastel, drawing, collage

Fiber art, resist, weaving, line art

Nature, movement, grid, clay building

Grade 3

Grade 4

Grade 5

Color theory, pastels Fine arts vs. crafts, fiber Pacific influence in art, clay figure, holiday art, clay, form and tints, shades, (Painting, drawing, clay balance perspective slab, mixed media)

(Drawing, watercolor, glue resist, collage) Visual elements and Pastels, folk arts, Fine arts vs. crafts principles, abstract ceramics/clay building art Fiber art

European influence in art, warm-cool, tones, pastels, overlapping, review

(Drawing, mixed media, painting)

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Haleuluhe Curriculum Hula Kindergarten Hawaiian Values Oli, Hula Steps, Hula Hand Motions, Christmas Program May Day - Mele ‘Auwana or Kahiko (alternating every year) performance Grade 1

ʻŌlelo Hawaiʻi/ ʻIke Hawaiʻi My Place in Hawaiʻi Greetings, feelings, numbers, colors, body parts, stories and folktales, aloha, friendship, ʻĀina and Kai, family terms, basic language skills.

Mele Quarter 2 Intro to Mele: Honoring our Traditions Quarter 3 May Day

Hawaiian Values Oli, Hula Steps, Hula Hand Motions, Christmas program May Day - Mele ‘Auwana or Kahiko (alternating every year) performance

My Place in the World Pono: Doing What is Right, Kuleana: Family Roles and Responsibilities, basic geography: Ma uka and Ma kai, Cultural similarities and differences, stories and folktales, basic language skills

Quarter 2 Mele 1

Grade 2

Hawaiian Values Oli, Hula Steps, Hula hand motions, Christmas program May Day - Mele ‘Auwana or Kahiko (alternating every year) performance

My Place in the Community; My Kuleana to the Environment Stories/folktales Mālama, Kuleana, social roles, community activities, Jobs Caring for environment Oʻahu map Basic language skills

May Day - Mele ‘Auwana or Kahiko (alternating every year)

Grade 3

Hawaiian Values, Oli, Hula steps, Hula hand motions, Christmas program May Day - Hula Kahiko Performance

My Place in Hawaiʻi; My Kuleana to the environment Stories/folktales, heritage and history, caring for the environment, Hawaiian Islands map, basic language skills Introduce weather

May Day - Mele ‘Auwana

Grade 4

Hawaiian values, Oli, Hula steps, Hula hand motions, Christmas program Hula Kahiko - May Day performance

My Place in Hawaiian History History-Ka Wā Kahiko - Part 1 The islands were born Hawaiian life had many laws Hawaiians farmed Hawaiians fished Basic language skills

May Day - Mele ‘Auwana

St. Andrew’s Schools

Quarter 3 May Day

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Hula Grade 5

Hawaiian values, Oli, Hula steps, Hula hand motions, implement, Christmas program Hula ‘Auwana - May Day Lower school awards assembly performance

St. Andrew’s Schools

ʻŌlelo Hawaiʻi/ ʻIke Hawaiʻi My Place in Hawaiʻi Today History-Ka Wā Kahiko - Part 2 Hawaiians made many things Hawaiians fought wars Hawaiians played sports and games Hawaiians loved stories and music, basic language skills

Mele May Day - Mele Kahiko

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2018-2019 The Prep Curriculum Guide

E MÄ lama I Ke Kino: Health and Wellness Curriculum Quarter 1

Quarter 2

Quarter 3

Quarter 4

Mindfulness: Introduction, breathing base, mindful bodies, senses, awareness of thoughts, emotions, connections, loving-kindness, gratitude practice Grade K

RULER: Emotional intelligence charter, Mood Meter, Meta-Moment, The Blueprint Fitness: Space body awareness

Fitness: Underhand throw, loco-motor skills

Fitness: Overhand throw, Fitness: Dance, creative kicking, loco-motor skills skills, tumbling

Mindfulness: Re-introduction/continuation, breathing base, mindful bodies, senses, awareness of thoughts, emotions, connections, loving-kindness, gratitude practice Grade 1

RULER: Emotional intelligence charter, Mood Meter, Meta-Moment, The Blueprint Fitness: Loco-motor skills, space awareness

Fitness: Chasing/ tagging, Fitness: Tumbling, Fitness: Pushing skills, dodging/ guarding, jump throwing skills, receiving striking skills, kicking rope, creative dance skills skills, creative dance

Mindfulness: Re-introduction/continuation, breathing base, mindful bodies, senses, awareness of thoughts, emotions, connections, loving-kindness, gratitude practice Grade 2

RULER: Emotional Intelligence Charter, Mood Meter, Meta-Moment, The Blueprint Fitness: Functions of the body, modified games w/loco-motor skills, positive attitude/ sportsmanship

Fitness: Spatial timing/ awareness body control, positive attitude/ sportsmanship

Fitness: Cooperative/ creative games, positive attitude/ sportsmanship

Fitness: Striking skills, modified sports/games, positive attitude/ sportsmanship

Mindfulness: Re-introduction/continuation, breathing base, mindful bodies, senses, awareness of thoughts, emotions, connections, loving-kindness, gratitude practice RULER: Emotional Intelligence Charter, Mood Meter, Meta-Moment, The Blueprint Grade 3

Fitness: Functions of the body, modified games, basic volleyball skills, positive attitude/ sportsmanship

Fitness: Special/timing awareness, body control, dodging games, positive attitude/ sportsmanship

Fitness: Creative dance Fitness: Striking games, and fitness, positive modified sports attitudes/sportsmanship, basic basketball skills Cooperative/creative games, positive attitude/ sportsmanship

Mindfulness: Re-introduction/continuation, breathing base, mindful bodies, senses, awareness of thoughts, emotions, connections, loving-kindness, gratitude practice Grade 4

Grade 5

RULER: Emotional Intelligence Charter, Mood Meter, Meta-Moment, The Blueprint Fitness: Fitness; basic volleyball skills, create-agame

Fitness: Basketball, positive attitude/ sportsmanship

Fitness: Modified team sports games, positive attitude/ sportsmanship

Fitness: Cooperative games, creative dance, positive attitude/ sportsmanship

Mindfulness: Re-introduction/continuation, breathing base, mindful bodies, senses, awareness of thoughts, emotions, connections, loving-kindness, gratitude practice RULER: Emotional Intelligence Charter, Mood Meter, Meta-Moment, The Blueprint

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Quarter 1 Fitness: Volleyball, soccer, positive attitude/ sportsmanship

St. Andrew’s Schools

Quarter 2

Quarter 3

Fitness: Creative games, Fitness: Basketball, basketball, positive softball, jump rope attitude/ sportsmanship Fitness Week, positive attitude/ sportsmanship

Quarter 4 Fitness: Gymnastics, football, games, positive attitude/ sportsmanship

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2018-2019 The Prep Curriculum Guide

Technology Curriculum Quarter 1

Quarter 2

Quarter 3

Quarter 4

Kindergarten Digital Citizenship: Learning to engage in positive and safe behavior when using technology, doing Internet searches and communicating online.

Technology: Using technology and the design process to create a product which communicates ideas clearly and effectively using digital tools.

Coding: Exploring coding concepts such as algorithms via “unplugged� methods.

Robotics: Exploring robots in action, developing ideas and theories, and pursuing answers and solutions using robots programmed to do tasks.

Engineering: Using the Engineering Design Process to develop, test and refine prototypes that accomplish a task or serve a purpose.

Grade 1

Digital Citizenship: Learning to engage in positive, safe, and ethical behavior when using technology and interacting socially online; learning about the permanence of their actions in the digital world and how to use effective research strategies to locate information.

Technology: Using technology and the design process to create a product which communicates ideas clearly and effectively using digital tools.

Coding: Using algorithmic thinking to develop a sequence of steps to create and test automated solutions using online coding activities and iPad apps.

Robotics: Understanding how robots work and using algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Engineering: Using the Engineering Design Process to develop, test and refine prototypes that accomplish a task or serve a purpose; learning about levers, gears, pulleys and wheels/axles.

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Quarter 1 Grade 2

Quarter 2

Quarter 3

Quarter 4

Digital Citizenship: Learning to engage in positive, safe, legal and ethical behavior when using technology and when participating in social interactions online. Learning to manage their digital privacy and security and communicate effectively via email.

Technology: Using technology and the design process to publish or present content which communicates ideas clearly and effectively to an intended audience using digital tools.

Coding: Using algorithmic thinking to develop a sequence of steps to create and test automated solutions using online coding activities and iPad apps.

Robotics: Understanding how robots work and using algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Engineering: Using the Engineering Design Process to develop, test and refine prototypes that accomplish a task or serve a purpose.

Grade 3

Digital Citizenship: Learning to engage in positive, safe, legal and ethical behavior when using technology and how to deal with challenging social interactions online. Learning how to use effective research strategies to locate information and understanding the need to respect creators’ rights and the obligations of using shared intellectual property.

Technology: Learning to use computer applications to create a product and communicate information clearly and effectively to an intended audience; using technology to improve keyboarding skills.

Coding: Using algorithmic thinking to develop a sequence of steps to create and test automated solutions using online coding activities and iPad apps.

Robotics: Understanding how robots work and using algorithmic thinking to develop a sequence of steps to create and test automated solutions using the computer and iPad. Engineering: Using the Engineering Design Process to develop, test and refine prototypes that accomplish a task or serve a purpose.

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Quarter 1 Grade 4

Quarter 2

Quarter 3

Quarter 4

Digital Citizenship: Learning to engage in positive, safe, legal and ethical behavior when using technology and when participating with social interactions online. Learning to maintain digital privacy and security and developing an awareness of data-collection technology tracking their online activities. Learning how to use effective research strategies to locate information and understanding the need to respect creators’ rights and the obligations of using shared intellectual property.

Technology: Learning to use computer applications to create a product and communicate information clearly and effectively to an intended audience; using technology to improve keyboarding skills.

Coding: Using algorithmic thinking to develop a sequence of steps to create and test automated solutions using online coding activities and coding programs.

Robotics: Understanding how robots work and using algorithmic thinking to develop a sequence of steps to create and test automated solutions using the computer and iPad. Engineering: Using the Engineering Design Process to develop, test and refine prototypes that accomplish a task or serve a purpose using a variety of material, circuitry modules and kits.

Grade 5

Digital Citizenship: Learning to engage in positive, safe, legal and ethical behavior when using technology and dealing with challenging social interactions online. Learning to manage their personal data to maintain digital privacy and security and developing an awareness of data-collection technology tracking their online activities.

Technology: Learning to use shared online computer applications for word processing and presentations to create a product and communicate information clearly and effectively to an intended audience. Learning to use spreadsheets to create tables and graphs; using technology to improve keyboarding skills.

Coding: Using algorithmic thinking to develop a sequence of steps to create and test automated solutions using online coding activities and coding programs.

Robotics: Understanding how robots work and using algorithmic thinking to develop a sequence of steps to create and test automated solutions using the computer and iPad.

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2018-2019 The Prep Curriculum Guide

Quarter 1

Quarter 2

Quarter 3

Quarter 4

Engineering: Using the Engineering Design Process to develop, test and refine prototypes that accomplish a task or serve a purpose using a variety of material, circuitry modules and kits.

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2018-2019 The Prep Curriculum Guide

Library and Information Literacy Curriculum Kindergarten

Literature Appreciation

Poetry Break

Quarter 1 Author study

Quarter 2 Author study

Quarter 3 Author study

Quarter 4 Author study

Alphabet books

Counting books

Alphabet books

Counting books

Holiday books

Holiday books

Holiday books

Holiday books

Curriculum related fiction and nonfiction literature

Curriculum related fiction and nonfiction literature

Curriculum related fiction and nonfiction literature

Curriculum related fiction and nonfiction literature

Information literacy skills

Information literacy

Information literacy skills Curriculum Folktales

Grade 1

Library arrangement

Reference books Library arrangement

Information literacy Reference books

Author study

Author study

Author study

Author study

Holiday books

Holiday books

Holiday books

Holiday books

Literature Appreciation

Curriculum related fiction and nonfiction literature

Curriculum related fiction and nonfiction literature

Poetry

Poetry

Curriculum related fiction and nonfiction literature

Curriculum – Folktales and multicultural literature

Folktales

Curriculum related fiction and nonfiction literature

Information literacy skills

Information literacy skills Reference books

Information literacy skills Reference books

Curriculum related literature

Library arrangement Grade 2

Literature Appreciation

Battle of the Books

Battle of the Books

Author study

Information literacy skills Author study

Holiday books

Author study

Battle of the books

Holiday books

Poetry

Holiday books

Holiday books

Curriculum related fiction

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2018-2019 The Prep Curriculum Guide

Curriculum – Folktales and multicultural literature

Grade 3

Literature Appreciation

Quarter 1 Curriculum related fiction and nonfiction literature Information literacy skills Library arrangement Battle of the books

Quarter 3 Fiction/nonfiction

Curriculum related fiction and nonfiction literature

Poetry

Information literacy skills

Curriculum related fiction and nonfiction literature

Quarter 4 and nonfiction literature Information literacy skills

Author study

Information literacy skills Battle of the books

Author study

Holiday books

Holiday books

Holiday books

Holiday books

Curriculum related literature

Battle of the books

Poetry

Curriculum related fiction and nonfiction literature

Curriculum related fiction and nonfiction literature

Curriculum related fiction and nonfiction literature

Folktales and legends Curriculum – Folktales and multicultural literature

Quarter 2 Poetry

Information literacy skills

Information literacy skills

Information literacy skills

Information literacy skills

Battle of the Books

Author study

Battle of the books

Author study

Holiday books

Holiday books

Holiday books

Holiday books

Literature Appreciation

Curriculum related fiction and nonfiction literature

Curriculum related fiction and nonfiction literature

Poetry

Curriculum related fiction and nonfiction literature

Curriculum – Folktales and multicultural literature

Folktales and Legends

Grade 4

Big6 – Problem Solving Skills

Information literacy skills Ethical and safe use of computers (Responsible Technology Use Policy)

St. Andrew’s Schools

Folktales and Legends Information literacy skills

Curriculum related fiction and nonfiction literature

Literature Folktales and legends

Information literacy skills

Information literacy skills Responsible computer use

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2018-2019 The Prep Curriculum Guide

Grade 5

Literature Appreciation

Curriculum – Folktales

Big6 – Problem Solving Skills

Quarter 1 Battle of the books

Quarter 2 Genres of literature

Quarter 3 Award books

Quarter 4 Author study

Holiday books

Fiction and nonfiction

Author study

Genres of literature

Curriculum related fiction and nonfiction literature Information literacy skills Use of computers (Responsible Technology Use Policy)

Literature Curriculum related literature Information literacy skills

Curriculum related Literature Poetry Folktales and legends

Basic computer

Information literacy skills

Troubleshooting

Computer Use

Fiction and nonfiction literature Curriculum related literature Information literacy skills Responsible Technology Use Policy iMovie

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