Trinity School Curriculum Guide

“Trinity kids want to work hard and learn because Trinity teachers work hard to make it fun.”

- Josephine, Fourth Grade

Curriculum Guide CURRICULUM GUIDE

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Freedom to flourish At Trinity, our students have opportunities to discover and explore. Their innate intellectual curiosity is sparked in an academically challenging environment.

Children don’t just grow here – they flourish.

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Trinity Curriculum Guide Trinity School provides an exceptional educational experience for all of its students by personalizing learning and placing “The Child at the Center.” Talented and inspiring teachers implement creative lessons that encourage students to delight in learning. The curriculum, designed by teachers and administrators, ensures that students learn age-appropriate material and experience dynamic learning. Instructional methods allow students to gain knowledge of various content areas and also explore specific topics and concepts to unearth passions and discover the excitement, richness, and joy of learning. This approach fosters deep levels of meaningful understanding, which connects to a solid academic foundation.

Children in elementary school will certainly acquire knowledge of language arts, mathematics, science, social studies, world languages, technology, and fine arts. Content knowledge coupled with essential academic skills enable each child to achieve his or her unique potential. Trinity’s Information Age Skills for 21st Century Learning are intentionally infused in the day-to-day Trinity experience.

Our Mission Statement states that we seek to prepare each child to “become a responsible, productive, and compassionate member of the expanding global community.” Teachers do so with careful attention to content knowledge, academic skills, and Trinity School’s Information Age Skills for 21st Century Learning.

Information Age Skill Development: - Critical Thinking - Creativity - Communication - Collaboration - Character

This Curriculum Guide is designed to provide general understanding of school-wide curriculum. It does not articulate every skill, topic, concept, or experience, but instead serves to illustrate how learning builds each year to provide children with a comprehensive, challenging, and child-centered elementary education. This guide also provides a sampling of skills and concepts to provide a picture of grade-level experiences. A number of events, including Back-to-School Night, provide teachers the opportunity to share even more about curriculum and instruction at specific grade levels.

Contact Rhonda Mitchell, Early Elementary Division Head; Maryellen Berry, Upper Elementary Division Head; Jill Gough, Director of Teaching and Learning; Marsha Harris, Director of Curriculum; or your child’s teacher to discuss specific questions related to curriculum and instruction.

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Three-Year-Olds The Total Trinity Experience begins with the Three-Year-Old Program. A daily routine gives our youngest elementary students a sense of security, along with spontaneous opportunities for learning both in and outside of the classroom. From visiting the Overend Media Center to venturing to the music room, each day is filled with experiences that delight and challenge these young learners. A child-centered

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environment matches the growing skills and competencies of students’ individual needs while at the same time inviting open-ended exploration. Learning through play, nurturing social-emotional growth, and strengthening fine and large motor skills are hallmarks of Trinity School’s Three-Year-Olds program.

Language Arts • Plays with language using rhyme, songs, and chants • Uses small manipulatives to strengthen muscles in preparation for a proper grip for writing • Engages in role play and drama • Recognizes own name in writing • Begins to express needs, feelings, and ideas using appropriate vocabulary • Builds phonemic awareness through listening and speaking activities Social Studies • Develops a spatial vocabulary (e.g., up, down, between, over, under) • Is introduced to various community helpers • Explores the outside world through in-house field trips • Recognizes role of self in relation to family, peer group, school, and greater community • Explores and celebrates diverse cultural traditions and holidays Character Education • Learns about friendship • Learns and practices self-control through various experiences • Explores values through literature • Is guided to appreciate others Math • Practices one-to-one correspondence • Identifies and orders numerals and matches quantity to numerals • Builds a basic vocabulary of measurement (e.g., short, long, heavy, light, full, empty) • Is introduced to use of calendar, measurement, time, graphing, and predictions • Begins to recognize two-dimensional shapes in the environment Science • Is exposed to the concept of the sun as a light source • Explores nature (living, non-living, and dead) • Learns how weather affects daily living and the concept of the four seasons • Is introduced to the skills of observation, classification, communication, measurement, and prediction Cooperative Learning • Begins to play cooperatively with peers • Learns responsibility through class jobs • Is introduced to social skills regarding friendships, learning, and behavior • Learns to share physical space and materials in group play

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Pre-Kindergarten With help from the runaway “gingerbread man” during the first weeks of school, students in Pre-Kindergarten become acquainted with all of the places and faces at Trinity School! Teachers focus on helping children develop a strong sense of self and healthy relationships with others, thus Pre-K students possess pride in themselves, their friendships, and their work. The Pre-K Olympics, one of Trinity’s

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most beloved traditions, is a highlight not only for students and parents, but also for the entire school community. This event allows these young learners to shine as they demonstrate their learning about various countries and display their athleticism.

Language Arts • Recognizes and creates rhymes • Begins Handwriting Without Tears and Sounds Abounds • Speaks clearly with age-appropriate articulation • Identifies beginning sounds of words • Draws a picture of a personal experience and dictates story to match • Communicates using complete sentences and descriptive words • Is introduced to elements of a story Social Studies • Continues to develop a spatial vocabulary (e.g., up, down, between, over, under) • Explores the outside world through in-house field trips • Explores and celebrates diverse cultural traditions and holidays • Learns about various countries around the world through Pre-K Olympics Character Education • Continues to distinguish between right and wrong • Recognizes and practices behaviors of a good friend • Continues to be aware of and apply playground and school-wide rules • Explores values through literature • Understands the relationship between behavior and consequences • Respects feelings and needs of self and community Math • Continues to count objects using 1:1 correspondence • Begins to use today, tomorrow, and yesterday to develop sense of time and sequencing • Measures with nonstandard units of measurement (e.g., their foot, their thumb, unifix cubes) • Recognizes, creates, and extends linear patterns • Interprets simple graphs and makes predictions based on data • Names geometric shapes • Sorts and classifies by multiple attributes • Makes quantitative comparisons Science • Explores the outside world using the five senses • Is led to reflect on new learning in science exploration • Is introduced and begins to use the skills of observation, classification, communication, measurement, and prediction • Is introduced to problem solving and critical thinking skills •Explores broad theme of water Cooperative Learning • Engages in cooperative play in learning centers • Continues to learn how to resolve conflict through problem solving • Identifies and expresses feelings appropriately • Increases capacity to share and take respectfully

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Kindergarten With countless opportunities to “delight in discovery,” Kindergartners are passionate about each day as a Trinity student.

Through writing personal journals, playing letter and word games, and sharing literature in large and small groups, this language-rich environment provides the foundations for early reading. Children’s

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interest in the world around them guides classroom instruction and inquiry-based learning experiences. Highlights of the Kindergarten year include focusing on the impact of hunger on a community, caring for newly hatched eggs and becoming “Chick Masters,” and the much anticipated 100th Day of School.

Language Arts • Utilizes phonemic awareness and phonics as a beginning step of reading • Learns what good readers do (e.g., beginning letter sounds, language patterns, picture clues) • Begins to include beginning, middle, and ending sounds in their writing • Keeps a Writer’s Notebook to record thoughts and ideas • Begins to develop spatial awareness in handwriting (e.g., keeping letters on a line, using space between words) Social Studies • Explores characteristics of a global community • Compares experiences and celebrates traditions of children and families within own community and around the world • Develops respect for the rights of self and others Character Education • Continues to implement self-control • Develops independence and responsibility • Explores values through literature • Is given opportunities to develop dependability and reliability Math • Recognizes numbers to 100, counts to 100, and writes numbers to 20 • Tells time to the hour • Estimates, adds, and subtracts using concrete objects • Identifies coins and associated value • Begins to develop a measurement vocabulary (e.g., height, weight, and temperature) • Explores standard and non-standard units of measurement Science • Observes using all five senses • Is introduced to life cycles of animals and plants • Learns about maintaining a healthy body and a healthy world • Investigates physical world such as different forms of matter and changes in light and shadow • Observes changes of weather and seasons • Cares for incubating chicken eggs Cooperative Learning • Experiences working in pairs or small groups • Begins to develop good sportsmanship • Develops listening and oral communications skills and responds appropriately • Is guided to appreciate others

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First Grade A toothless grin, an innate desire to read, and an unbridled curiosity are certainly characteristics of Trinity School First Graders. A year of tremendous growth and development, First Grade allows students to gain independence and develop increased confidence in themselves as learners. Formal cooperative learning groups are utilized by teachers to teach both content

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and group skills. By the end of the year, students enthusiastically participate in teams and desire to be leaders and valued group members. As the oldest students in the Early Elementary Division, First Graders are role models for the younger students and delight in the opportunity to be the “Big Kids.�

Language Arts • Learns phonics through Orton-Gillingham-based approach • Reads with attention to decoding, fluency, and comprehension (through oral, guided, shared, and independent reading) • Applies spelling rules and letter sounds to move from inventive spelling to traditional spelling • Uses PowerWriting structure to express ideas • Is exposed to different genres of writing Social Studies • Is introduced to the compass rose, cardinal directions, and various map types • Explores U.S. neighbors and global community • Investigates Georgia through research and exploration Character Education • Understands and applies knowledge of right and wrong • Learns conflict resolution strategies • Explores values through literature • Develops a sensitivity to and acceptance of differences in people • Participates in friendship groups Math • Counts by 2s, 5s, 10s to 110 • Tells time to the half-hour • Is introduced to two and three-dimensional shapes • Learns basic addition and subtraction facts • Is introduced to simple word problems • Recognizes and counts coins of various values • Is introduced to reading tables and graphs Science • Is exposed to scientific process skills • Learns about a healthy body: major organs, nutrition, exercise, and dental hygiene • Explores properties of matter such as balancing and weighing Cooperative Learning • Is introduced to individual roles within a group (time keeper, gaffer, reader, and recorder) • Understands and participates in leadership roles within the classroom • Demonstrates cooperation in completing a group task • Recognizes and respects differences in other

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Second Grade An exciting year awaits Second Grade students as they transition from the Early Elementary Division to the Upper Elementary Division. To aid in the transition, these students receive plenty of care and attention from their base classroom and specials teachers. With a focus on study skills and the responsibility of keeping an organized binder, Second Graders gain independence and

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confidence in themselves. Working in cooperative base groups and conducting community service projects are ways in which these students develop greater interdependence and gain an understanding of citizenship. Performing in the Opera and holiday program for the first time are just two of the rites of passage our Second Graders experience.

Language Arts • Develops and writes simple Powergraph with transitions and indentation • Applies selected spelling rules • Transitions from learning to read to reading to learn • Builds comprehension and fluency through independent and guided reading • Uses the writing process to develop and write narrative, expository, and fictional pieces • Begins to use eye contact, appropriate rate of speech, and inflection for an oral presentation Social Studies • Uses basic map skills • Is introduced to geographic terms specifically related to grasslands • Studies the native peoples of Georgia and the United States Character Education • Grows in use of conflict resolution strategies • Recognizes healthy and harmful friendship choices • Communicates and expresses feelings in an appropriate manner Math • Memorizes and quickly retrieves addition and subtraction facts • Tells time to five minutes • Identifies and classifies geometric shapes • Solves simple word problems • Understands place value concepts through the hundreds place Science • Deepens use of scientific process skills • Studies the grassland ecosystem: living things, physical geography, and human impact on the environment (positive and negative) • Explores light, sound, and heat as forms of energy • Learns about various environmental issues Cooperative Learning • Learns organization and conflict resolution skills through base groups • Practices roles and explores dynamics within a group • Participates in paired and small group research projects • Appreciates and respects the ideas of others

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Third Grade Third Grade is the magical year when children realize the power of their own writing, thinking, and learning. They improve in time management and organization skills, which allow them to move toward becoming independent learners. A greater emphasis is placed upon following multi-step directions and thinking critically, which allow students to move from concrete to abstract thinking.

Students begin to utilize life experiences,

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develop a deeper understanding of concepts and the world around them, and connect those experiences to the experiences of others. Reading between the lines, Third Graders have increased comprehension and start to recognize the subtleties of humor. The Living Museum, Colonial Day, and engaging field trips are just a few of the highlights of the Third Grade year.

Language Arts • Incorporates greater detail in writing • Identifies and analyzes simple story elements • Increases reading fluency and expands vocabulary • Learns how to obtain information from nonfiction texts • Applies acquired spelling rules and strategies in writing • Applies new strategies to writing for clarity and power Social Studies • Investigates contributions of explorers to North America • Compares and contrasts belief systems of England and the colonists • Compares and contrasts aspects of colonial life in North America leading up to the Revolutionary War • Simulates daily activities of colonial life • Identifies and learns about major mountain ranges Character Education • Reflects on progress and sets personal goals • Develops the concept of truth (truth vs. lies) • Develops an awareness of elements that affect a sense of self Math • Develops automaticity of mathematical skills • Is introduced to multiplication and division (memorization of facts) • Begins to identify types of lines (e.g., rays, parallel, and perpendicular) • Explores multi-step problem solving and various problem solving strategies • Is introduced to expressing mathematical relationships using equations • Represents data using tables and graphs Science • Studies the mountain ecosystem: living things, physical geography, and human impact on the environment (positive and negative) • Explores force, motion, simple, and complex machines • Asks questions about the world and develops and tests hypotheses Cooperative Learning • Identifies and begins to celebrate positive qualities of others • Demonstrates good sportsmanship • Uses listening skills and responds appropriately • Deepens respect for and an appreciation of the differences in others

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Fourth Grade Reaching double digits in age, Trinity Fourth Graders are able to recognize, establish, and act on the many connections between curricular subject areas. Students solidify basic skills and are challenged to explore personal passions while taking risks both in and outside of the classroom. Through cooperative learning activities, students begin to value their personal contributions to the whole group and recognize the need for others

in working towards a common goal. With greater awareness of self and others, Fourth Graders begin to establish their identity as individuals. At this critical time, they receive support in managing diverse personalities and changing friendships through class meetings and work with the School Counselor. The Wagon Train simulation is a hallmark of the Fourth Grade experience.

Language Arts • Engages in deep reading and discussion of class novels • Supports opinions using evidence from text • Develops oral and written presentations using various media • Develops increased vocabulary and recognizes how word choice improves writing

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Social Studies • Is introduced to geographic terms related to forests (e.g., tropical, temperate, and forest) • Explores the risks and benefits of traveling West • Investigates unique characteristics and locations of each of the 50 states • Understands the causes and effects of The Civil War • Learns about the various impacts of immigration and industrialization on the growth of the United States Values (Character Education) • Develops an awareness of elements which affect a sense of self • Establishes and shows an appreciation for relationships • Explores various strategies to develop positive decision making skills Study Skills • Begins to utilize SQ3R strategies to understand non-fiction material • Uses table of contents, title, subtitles, index, and glossary effectively • Learns techniques for test preparation and goal-setting Math • Develops confidence in logic, critical thinking, and problem-solving skills • Explores place value of whole numbers and decimals • Adds, subtracts, multiplies, and divides whole numbers • Adds and subtracts decimals • Names and constructs geometric figures • Applies formulas to find area and perimeter • Represents data using a variety of tables, diagrams, and graphs • Predicts the probability of outcomes of simple experiments • Understands, compares, adds, and subtracts fractions Science • Studies weather patterns and their effect on the world • Learns about physical health and wellness • Studies various forest ecosystems with attention to living things, physical geography, and human impact on the environment (positive and negative) • Uses hands-on approach in order to develop scientific process skills • Designs and implements tests to determine what plants need to survive and thrive Cooperative Learning • Participates in group research projects • Is guided to become more honest, dependable, and reliable as a group member • Begins to set individual goals and team goals to accomplish specific tasks • Appreciates and respects the ideas and differences of others • Demonstrates good sportsmanship and manners

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Fifth Grade Fifth Grade, a year of growing leadership and accountability, is a year of many firsts. For the first time, students venture away from their base classrooms to learn from specialists in math and science.

Fifth Graders also enjoy their first outdoor education trips and partake in their first school-wide theatrical performance, “The Nutcracker.” Students survey history through the concepts of conflict, perspective, culture, change and continuity, interdependence, and community with opportunities to delve

deeper into topics of interest. As a culmination of the year, the students synthesize information centered on major events of the 20th Century and investigate the impact these events have had on one of the biggest sporting events in history – the Olympics. Fifth Graders are members of the “Leadership Class in Training” and have the opportunity to serve on Trinity’s Student Council and take on a variety of responsibilities related to the school community.

Language Arts • Begins to understand literary elements as conventions in reading and writing • Uses the writing process to produce fiction and non-fiction pieces (e.g., personal narrative, journalism, poetry, and memoir) • Examines word choice to develop accuracy and precision of language • Integrates reading strategies to gain meaning of, appreciate, and respond to literature Social Studies • Surveys and examines events in U.S. history from the Civil War through the Civil Rights Movement • Recognizes the impact of geography, leadership, economics, and conflict in U.S. historical events • Identifies the elements of culture that affect people, places, and events • Compares and contrasts events in U.S. history

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Values (Character Education) • Identifies sources of stress and develops tactics for coping with stressful situations • Examines the role individuals play in the development of community • Demonstrates dependability and reliability and understands how they reflect one’s character • Explores the qualities of a leader and is offered opportunities for leadership within the community • Participates in regular Values and Leadership classes Study Skills • Establishes an organizational system (paper and digital) • Learns how to read a non-fiction text for detailed understanding • Is exposed to a variety of note-taking, study, time management, and test-taking skills • Is taught procedures to create projects that demonstrate content and creativity • Learns active learning and listening skills Math • Performs calculations with whole numbers, fractions, and decimals • Understands and calculates basic percentage • Uses exponents and integers • Applies the order of operations to complex mathematical expressions • Understands and uses both metric and standard units of measurement • Uses formulas to find the perimeter, circumference, area, and volume of geometric figures • Collects, organizes, analyzes, and graphs data • Explores geometric properties and relationships Science • Studies fresh water ecosystems: living things, physical geography, and human impact on the environment (positive and negative) • Begins to test hypotheses using controlled experiments • Explores magnetism and electricity • Participates in River Kids • Investigates the parts and major functions of the human skeletal, muscular, and nervous systems Cooperative Learning • Learns and utilizes organizational and conflict resolution skills • Travels to Camp Will-A-Way and Rabun Gap, GA, for outdoor education trips • Participates in collaborative learning activities to gain greater understanding of group dynamics • Creates short-term goals for long-term projects

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Sixth Grade: The Leadership Class Reaching the pinnacle of the Total Trinity Experience, Sixth Graders are members of the Leadership Class. This culminating year centers on building skills that allow these students to transition from Trinity as confident, self-directed, and passionate learners and leaders. Relishing the experiences associated with the Sixth Grade year, students leave Trinity with a sense of pride and accomplishment.

Acting as tour guides for prospective parents, serving as mentors for their “little kids,” participating in an opera at the end of the year, completing a multi-disciplinary Capstone Project, and engaging in a weeklong outdoor education trip to the Georgia coasts are among the memories of Sixth Grade that the graduates will cherish.

Language Arts • Develops greater inferential, critical, and appreciative comprehension skills • Responds independently to a variety of texts • Analyzes and applies literary elements • Uses writing to communicate for a variety of purposes (e.g., to persuade and to inform) • Conducts an interest-based research project using formal research method • Engages in Trinity Capstone Project which utilizes application, analysis, synthesis, and evaluation skills • Rehearses and delivers oral presentations with a focus on body language, articulation, and time constraints • Identifies self as a communicator Social Studies • Studies the development of empires • Compares and contrasts the development of culture in ancient civilizations • Appreciates and studies the impact of religion (e.g., Judaism, Christianity, and Islam) • Understands the effects of geography on culture • Recognizes people’s interdependence through trade, division of labor, and resources • Identifies self as a member of a culture Math • Develops and applies multiple strategies for solving problems • Computes rational numbers including integers • Introduces pre-algebra concepts including solving multi-step equations • Solves problems using ratio and proportion 20

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• Continues geometry including using the Pythagorean Theorem and finding area, surface area, and volume using appropriate units • Explores the full mathematics spectrum, moving beyond basic facts to understanding and justifying solutions to problems (e.g., real-world word problems, Jekyll Math Trail, and Atlanta Math Trail) • Converts among fractions, decimals, and percents • Collects data and uses data analysis and graphs in “The Typical Trinity Student” collaborative project

Character Education and Leadership Training • Explores the qualities of positive leadership and participates as a leader in the school-wide community • Develops a concept of honesty as an intrinsic reward and how it relates to one’s character • Investigates causes and effects of prejudice and discrimination in history and as a part of daily life • Participates in regular Values and Leadership classes • Chooses theme for the school year and supports community understanding of theme through ongoing activities and presentations Science • Studies the marine ecosystem: ocean chemistry, physical geography, physics of waves, currents, ocean’s impact on the land and weather, and human impact on the ocean • Completes study of human body systems: digestive, circulatory, respiratory, and human growth and development • Explores chemistry through the study of characteristics of matter, atomic structure, the Periodic Table, and formation of compounds Cooperative Learning • Applies organizational and conflict resolution skills through base groups • Creates Trinity TV segments for the school community • Participates in collaborative learning activities to gain greater understanding of group dynamics • Utilizes time management and project planning skills with greater independence Study Skills • Solidifies an organizational system (paper and digital) • Increases self-awareness as a learner through personal reflection and teacher-directed processing • Practices effective test-taking skills and is guided to utilize different strategies for standardized tests such as the SSAT • Learns a variety of note-taking techniques • Chooses an appropriate vehicle for communicating a thorough understanding of content • Analyzes active listening skills and practices listening to others in a variety of contexts • Applies time management and study strategies for tests and cumulative exams Technology and Digital Citizenship • Increases fluency and confidence with technology to support learning • Practices independent and responsible use of technology at school and home • Creatively uses technology in a personalized and academic manner • Builds positive digital footprint with the use of various Web 2.0 applications • Gains greater responsibility regarding the features and risks of technology

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Special Programs Special Programs are an integral part of the Total Trinity Experience. Through a diverse collection of specialtyfocused curricular areas including art, music, physical education, media, and technology, students are able to explore a variety of disciplines and

discover their strengths in different areas. Trinity’s Special Programs are designed to connect purposefully with school-wide curriculum in order to extend learning beyond the base of classroom walls.

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Art From creating potato stamps as a ThreeYear-Old to capturing an image on film while studying photography as a Sixth Grader, the art program at Trinity School builds on a child’s natural need for selfexpression and sense of wonder. At the younger ages, students experience art through exploration – from looking at images and symbols in art to observing illustrations from children’s literature as works of art – as well as through

integration within the base classroom.

The elements of art (e.g., color, shape, texture) and principles of design (e.g., balance, proportion, pattern) are pervasive throughout the program, and students learn how to incorporate these into their own masterpieces! The small groups in art class provide opportunities for individualized attention and personalized instruction.

Three-Year-Olds • Begins to share initial response to a piece of work • Expresses ideas through drawing • Is introduced to a variety of materials Pre-Kindergarten • Manipulates clay • Is exposed to artists from various countries • Draws with a variety of materials Kindergarten • Begins to identify similarities and differences in works of art • Uses art as a visual record of personal experiences • Mixes primary colors to make secondary colors First • Begins to express ideas through collage • Begins to identify the medium to create art work • Is introduced to a variety of artists and their styles Second • Is introduced to color theory • Uses a variety of art tools and materials • Reflects and responds to artworks, supports ideas and opinions with evidence

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Third • Is introduced to proportion in art • Is introduced to images, symbols, motifs, and themes in Early American art • Uses a variety of mediums and processes to create artworks Fourth • Is introduced to carving tools in the printmaking studio center • Recognizes form as being a three-dimensional object with height, width, and depth • Creates artworks with personal meaning • Begins to interpret the mood of artworks Fifth • Introduced to the darkroom and the photographic development process • Begins to explore perspective in drawing • Studies the art of ancient civilizations • Begins to analyze artworks using the elements of art and principles of design Sixth • Studies black and white photography • Interprets artists’ meaning, mood, and symbolism • Creates artworks which express individual viewpoints

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Choice Art Studio for Third through Sixth Grade Trinity’s Upper Elementary Division ChoiceArt Studio is based on the principles and practices of the nationally recognized Choice-Based Art Education and TAB – Teaching for Artistic Behavior.

In choice-based learning and teaching, all students are problem finders, developing their own ideas and following their own path of inquiry. This openended structure allows students to work as artists do, developing and refining their expression over time. By putting decision making in the hands of the student, many higher order thinking skills are required of the learner. Students justify

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their choices through class discussions, journals, artist statements, and portfolio reviews. Developing confidence in one’s ability to have an idea leads to deeper thinking and more complex content for art making in any media.

Studio centers constantly change and evolve in the art studio. There are designated areas which may include drawing, painting, collage, construction, clay, architecture, printmaking, textile arts, stitchery, digital art, photography, research, and reading.

Enviroscape Trinity School is dedicated to the stewardship of our environment both locally and globally. The School is situated on 43 acres of property, 32 of which are undeveloped for children’s play and outdoor learning. Closest to the building, the Discovery Playground and the Discovery Gardens offer students a place to delight in the natural world. Discovery Woods, complete with a hiking trail and a small stream, provides many additional areas for inquiry and investigation.

Units of study with formal outdoor education lessons, time for play, and

instruction in gardening and harvesting teach children to respect our natural environment. These lessons are infused throughout the curriculum. Naturally, the science classes provide a core foundation for these studies, yet lessons about Trinity’s Enviroscape and the global environment truly extend beyond the classroom walls. The Parent Green Space Committee, the Faculty Enviroscape Committee, and the Facilities Team provide additional support for the learning that occurs on the 32 natural acres of school property.

EXAMPLES OF ENVIROSCAPE-INSPIRED LEARNING: • Discovery Gardens • Reduce, Reuse, Recycle Initiatives • Reflection in Discovery Woods • Outdoor Classrooms • Outdoor Education (River Kids – Fifth Grade, Driftwood – Sixth Grade) • Participation in environmental challenges (e.g., Watt Watchers)

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Music Music Education at Trinity School is aesthetic education in action. The approach is childcentered and engages the body, mind, spirit, and soul. It is a movement-based program using the whole body as an expressive instrument for the exploration and understanding of the elements of music. The imagination is celebrated and the multiple intelligences are honored as children develop their musical and artistic sensibilities.

Trinity’s approach, based on the study

and merging of three highly developed philosophies (Kodaly, Orff Schulwerk, and Dalcroze Eurhythmics), is established so that all children can achieve a high level of competence and confidence in various areas of music making.

Three-Year-Olds • Learns a variety of songs that include those associated with classroom themes • Is introduced to instruments that accompany their singing • Begins to explore steady beat • Begins to create movement to songs Pre-Kindergarten • Is exposed to idea of keeping rhythm • Continues to create movement to songs • Learns songs associated with units of study • Begins folk dancing Kindergarten • Begins to learn the pitches (so, la, mi, and do) • Continues to learn folk dances • Continues to keep rhythm while using instruments First • Learns to sequence multi-steps of various dances • Begins to hear, sing, and identify intervals of pitch with hand signs • Learns rhythmic patterns • Begins to match pitch Second • Develops the understanding of music elements through movement • Hears, sings, and identifies intervals of pitch with hand signs • Reads and writes rhythm patterns • Sings folk songs from the U.S. and other countries • Participates in the holiday program and Sixth Grade Opera for the first time

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Third • Explores expressive movement and simple-patterned dance • Reads simple melodies • Sings patriotic and seasonal songs • Creates rhythmic patterns for ensemble playing Fourth • Begins playing the recorder and Orff instruments • Practices synchronization with various instruments • Is introduced to following a musical score • Sings multicultural songs and practices dances from around the world • Composes songs using music technology Fifth • Creates melodies with recorder and Orff instruments • Follows a musical score for unison, two-, and three-part harmony • Sings a variety of songs in cultural and historical context • Performs “The Nutcracker” for the student body Sixth • Is introduced to the alto recorder • Creates drum ensembles to accompany songs and dances • Sings a variety of songs associated with our American heritage • Takes part in performing an opera

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Physical Education The goal of Physical Education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful activity. Trinity’s P.E. program strives to instill a positive self-concept and healthy lifestyle through a developmentally appropriate curriculum and teacher modeling. The goal is to foster a strong internal connection between the mind and the body so that each child

can achieve success both individually and in a group setting. Building an environment that fosters care, empathy, and mutual respect enables students of all ability levels to thrive and achieve their own unique potential. Through a balanced approach to competition and teamwork, an intentional focus on P.E. enables students to gain strategies for healthy living, positive leadership, and sportsmanship in a variety of settings.

Three-Year-Olds • Learns how bodies move • Begins to take turns • Is introduced to basic loco-motor skills (e.g., walk, run, hop, slide, and jump) • Learns how to move within their physical space Pre-Kindergarten • Refines skills introduced in Three-Year-Olds • Concentrates on and develops greater body control • Participates in the Pre-K Olympics Kindergarten • Practices and refines loco-motor skills • Is introduced to various stretches and exercises • Is introduced to simple organized games • Manipulates various types of equipment to reinforce skill development First • Learns the importance of fitness in daily life • Participates in a five-minute run/walk • Participates in a variety of stretches and exercises • Is taught basic technique of various skills (e.g., catching, kicking, dribbling, and dancing) Second • Deepens understanding of basic fitness concepts • Continues refining basic athletic skills • Participates in more complex group activities focusing on teamwork, strategies, and sportsmanship

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Third • Becomes aware of how the body is affected by different intensities of exercise • Practices basic skills used in sports • Participates in team building activities in small groups Fourth • Works on building endurance to participate in increasingly longer runs • Participates in sport-specific activities • Participates in team building activities in small and large groups Fifth • Sets individual goals for muscular strength, muscular endurance, cardiovascular endurance, and flexibility • Learns strategies associated with various sports and games • Participates in a variety of group-building activities Sixth • Applies understanding of sportsmanship in competitive situations • Focuses on tactical strategies used in various sports • Enjoys invasion games (e.g., soccer and flag football) and striking games (e.g., volleyball and golf) • Participates in Sixth Grade vs. Faculty and Staff competitions

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Technology Trinity’s technology program is designed to promote technical and informational literacy as well as critical thinking, problemsolving, and decision-making skills outlined in our Information Age Skills.

At Trinity, we recognize that technology is multi-disciplinary by nature and has applications that apply in all types of environments. Our program seeks to encourage academic success by surrounding technology tools and

applications into the teaching and learning practice rather than attempting to teach skills in isolation. This real-world methodology allows classroom teachers to enrich the learning process, deepen the academic experience, and present students with the skills necessary to develop success. Because of this, students become actively engaged in the learning process and learn to efficiently access, explore, apply, and synthesize information in our digital world.

Three-Year-Olds and Pre-Kindergarten • Exposed to technology in small groups and through teacher modeling • Utilizes iPads and applications for learning and creative play Kindergarten • Introduced to various age-appropriate devices and software applications • Introduced to technology through classroom integration and teacher modeling • Utilizes iPads and applications during class time in small groups First through Sixth Grade Themes and Units • Utilizes a variety of applications on MacBook Airs and iPads to support learning and presentations on various projects • Internet Safety/Digital Citizenship • Research Skills and Authenticity • Presentation Skills and Tools • Creativity Applications • Web-based Tools • Multi-media Applications • Computer Literacy classes • Exposure to the concepts of programming and coding • Mobile App Development

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At Trinity, the technology curriculum aligns with the classroom standards, program, and instruction. This allows for full integration of classroom skills and creates purposeful application of technology. The Idea Lab houses an Interactive Whiteboard, 20 MacBook Airs, and has access to a class set of iPads for all students to use. Trinity’s iHub is a makerspace that provides students with the opportunity to explore mathematics, robotics, and engineering in new and

dynamic ways. In the Early Elementary Division, there are two to four iPads in the classrooms. Second through Fourth Grades have a cart with 21 iPads, for creating a 1:1 iPad environment, or to collaborate in a project based learning activity. Fourth Grade has 10 MacBook Airs in each classroom. The Fifth and Sixth Grade 1:1 computer program provides students with consistent access to technology, both at school and at home.

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World Languages Trinity’s World Languages program offers a choice of French or Spanish to our students.

• Kindergarten spends half of a year with each language engaging in highly interactive activities to sample both languages.

• First Graders’ parents select a language to study. Students engage in highly interactive activities to develop an

appreciation of the language and culture.

• Second through Sixth Grade students commit to the choice of French or Spanish for the sake of developing proficiency and appreciation of the language and culture. The language is presented in the target language the majority of the time.

Consistent with the 21st Century language learning standards established by the American Council on the Teaching of Foreign Language (ACTFL), Trinity’s World Languages program is rooted in the “5 Cs.”

Communication Communication is at the heart of World Languages class whether the communication takes place face-to-face, in writing, or through reading. The target language is the medium for learning as students communicate in oral and written form, interpret oral and written messages, and present oral and written ideas to various audiences.

Cultures Cultural understanding is integral to the Trinity experience as students grow into their role as a “compassionate member of the expanding global community.” When learning about different cultures, students look for relationships between products, practices, and perspectives within the culture.

Connections Connections to material studied in the base classroom deepen the learning process for students.

Content from other subject areas is integrated into World Language instruction through lessons developed around thematic units.

Comparisons Students walk through the process of comparing and contrasting languages and cultures. Through comparisons, students discover patterns, make predictions, and analyze similarities and differences across languages and cultures, which often leads to a better understanding of their native language and culture.

Communities Extending learning experiences from the World Language classroom to the home and multilingual and multicultural community emphasizes citizenship in a global society.

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Community Service Trinity School believes that serving our community begins with our youngest students and evolves as our children grow and mature. In order for community service to be meaningful for our students while also making an impact, Trinity’s Community Service Program is designed to include grade-level specific activities

which are developmentally appropriate.

Parents, administration, teachers, and student leadership work collaboratively for the design, implementation, and support of community service.

Three-Year-Olds and Pre-Kindergarten: The Pajama Program The Pajama Program provides new pajamas and new books to children. Trinity students learn about the need for nighttime comforts and donate new pajamas and books along with student-made cards in cheerfully wrapped packages.

Kindergarten and First Grade: The Atlanta Food Bank Trinity students donate canned and nonperishable food items to the Atlanta Food Bank. Each class learns about hunger and community needs and determines how they will collect cans to support the Atlanta Food Bank. Collections vary year-to-year.

Second, Third, and Fourth Grades: Sheltering Arms Sheltering Arms provides service for children from three months to Pre-Kindergarten. Trinity students participate in book drives to supply additional reading materials. Students also engage in activities with the children at Sheltering Arms.

Fifth Grade: Trees Atlanta Fifth Grade students serve the community through gifts of time and service. Students work with Trees Atlanta through various activities and projects to enhance our local community.

Sixth Grade: Various Service Projects Sixth Graders at Trinity determine their own service projects for the year during Values and Leadership Class. Spotlight on Art’s charity is determined by the Leadership Class after the completion of a Philanthropy 101 course in the fall.

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Overend Media Center As an integral part of the Trinity School educational structure, the Overend Media Center seeks to develop students’ confidence and independence in the use of library media materials, nurture discrimination in book choices, develop information literacy skills, and provide the opportunity to develop a life-long love of reading. As a resource for the classroom units of study, the Overend Media Center seeks to supply print, non-print, online, and

enrichment materials for the curriculum areas. Trinity School’s Overend Media Center houses a collection of almost 18,000 books and 1,000 e-books, periodicals, and audiovisual materials for students, parents, and faculty. Students utilize the Overend Media Center for literature activities, bibliographic/skill instruction, research opportunities, and reading enjoyment.

Three-Year-Olds • Has story time: Mother Goose rhymes, nursery tales, and picture books are shared through puppets, activities, and books • Exposed to a variety of genres Pre-Kindergarten • Has story time: Mother Goose rhymes, nursery tales, and picture books • Learns library terms: author, illustrator, and spine • Introduced to poetry genre Kindergarten • Story time: curriculum supported through literature, poetry and non-fiction titles (Caldecott Award books are introduced) • Practices Overend Media Center etiquette and rules • Introduced and uses online check-out • Exposed to alphabetical organization of books • Learns terms: title page, table of contents, easy picture books, fiction, and non-fiction First • Has story time: curriculum supported through literature, poetry and non-fiction titles (Caldecott Award books are introduced) • Learns and uses online look-up and check-out process with non-fiction books Second • Story time: curriculum supported by specific genres and Georgia Award books • Explores areas of The Overend Media Center (fiction, non-fiction, and biography) and is introduced to Dewey system • Expands understanding of story elements

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Third • Story time: curriculum supported by specific genres and Georgia Award books • Learns orientation of The Overend Media Center areas through map skills and Dewey system • Begins research with curriculum connections with attention to reference sources • Learns effective online research strategies and resources Fourth • Literature sharing curriculum supported by specific genres, Newbery, and other award books • Begins to focus on research associated with curriculum by locating, evaluating, interpreting, and communicating information and ideas in a variety of formats • Learns effective online research strategies • Uses the Overend Media Center to support and enhance learning Fifth • Literature Sharing: curriculum supported by specific genres, Newbery, and other award books • Develops greater skills to locate, evaluate, and choose online databases for research projects • Learns effective online research strategies • Uses The Overend Media Center to support and enhance learning Sixth • Literature sharing: curriculum supported by specific genres, Newbery, and other award books • Develops greater skills to locate, evaluate, and choose online databases for research projects • Learns effective online research strategies • Uses The Overend Media Center to support and enhance learning

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Middle School Placement As with everything at Trinity School, the middle school placement process is a learning opportunity for our students.

By thoughtfully and intentionally equipping students to transition to their next schools we are also educating and preparing them for the many transitions they will face throughout life. In keeping with the School’s Vision, the child is kept at the center of the process, with the ultimate goal

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being to assist each family in selecting schools that best fulfill the student’s needs. While the placement process is an important part of the Sixth Grade year, the School works closely with parents in helping students make the very most of their day-to-day life at Trinity and not let preoccupation with the application process become the central focus of the year.

Preparing Students. Supporting Parents.

Because applying to middle school can be complex, School Counselor Sarah Morgan Bonham works closely with parents and students, helping them explore the many excellent options available in the Atlanta area. In large group meetings, parents learn about the application process and are informed

of pertinent information and deadlines.

Through individual conferences with Sarah Morgan, best fits for each child are discussed and an application plan is decided upon. Trinity also maintains excellent relationships with all the schools to which our students apply.

In addition to group meetings and parent conferences, Trinity provides a number of other experiences to aid in the placement process: • Alumni Forum: Recent graduates speak to Sixth Graders and their parents about their current schools • Admissions Fair: Representatives from Atlanta area independent middle schools come to Trinity’s campus to meet with students and parents, and share information about their institutions • Mock Interviews: Each Sixth Grader participates in mock interviews with members of Trinity’s faculty and administration, and is given feedback for effective communication when interviewing at potential middle schools • SSAT Preparation: Outstanding preparation for SSAT testing is provided by the Sixth Grade faculty and Upper Elementary Division Head Maryellen Berry through the Study Skills curriculum • Meetings with Admissions Directors: School Counselor Sarah Morgan Bonham meets with each area middle school Admissions Director to advocate for Trinity students

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Sixth Grade Student Placement from the 2010-2011 School Year through the 2013-2014 School Year

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Atlanta Girls School

Atlanta International School

Holy Innocents’ Episcopal School

4

2

25

Holy Spirit Preparatory School

The Galloway School

The Lovett School

3

6

18

The Marist School

Mount Vernon Presbyterian School

Pace Academy

4

4

3

Paideia School

The Westminster School

Whitefield Academy

7

85

5

Woodward Academy

Other Independent Schools

17

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Middle School Placement Team

Sarah Morgan Bonham Sarah Morgan, Trinity School Counselor, formerly served as Counselor at Shepherd Center and Ridgeview Institute.

Originally from Baton Rouge, Sarah Morgan holds degrees from Vanderbilt University and Louisiana State University and is a Licensed Clinical Social Worker. In addition to her work counseling students and families throughout the School, Sarah Morgan oversees the middle school placement process and the Fifth and Sixth Grade Values programs.

Maryellen Berry Maryellen, Upper Elementary Division Head, has been associated with Trinity School since 1991. Prior to her current position, she taught Fifth and Sixth Grades at the School, and served as Curriculum Coordinator and Placement Counselor.

Maryellen holds a master’s degree in elementary education with a specialty in curriculum and instruction from State University of New York at Cortland. In support of the middle school placement process, Maryellen teaches Study Skills and helps conduct mock interviews.

Kristin Watts Kristin, Director of Admissions, came to Trinity in 2005 after serving as Director of Enrollment Management for an independent Pre-K12th Grade school outside of Milwaukee, WI. She holds a bachelor’s degree in Spanish literature from The Catholic University of America and a master’s degree in human resource development from Siena Heights University.

Kristin also worked in college admissions for eight years.

Kristin is a valuable resource throughout the placement process, offering her expertise in admissions and helping to conduct mock interviews.

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4301 Northside Parkway, NW Atlanta, GA 30327 404.231.8100 trinityatl.org