Elementary Curriculum
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Exploring the Hudson River |
Bradley & Simone |
Ronnie reading with Camille |
The curriculum builds on the children's interests and explores
subject matter in a multi-disciplinary manner. For example a trip
to the stream will involve writing, reading, math, science, and
social studies all explored in depth. While academic groups are
a time to enhance a child's skills and present ideas, much learning
occurs outside of group times. Other parts of the school day provide
for a multitude of opportunities for the child's growth and development.
For example, our morning circle meetings foster listening and communication
skills; work in the blockroom develops math and science and outdoor
time contributes to nature study, leadership and conflict resolution.
The multi-age classroom provides the opportunity for children to
develop independence and personal responsibility. Positive social
roles are developed when older children help younger children.
First and Second Grade Curriculum
Language Arts
We encourage and develop this natural learning process differently,
depending on the level of the student's ability . These levels are
divided as follows:
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Emergent learners: These are children who do not read or
write well, but are becoming aware of the basics involved
in accomplishing these processes.
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Developing learners: These children have mastered basic
reading and writing skills and can understand the information
they read. The stories they read and write have become more
detailed and complex.
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Fluent learners: Fluent learners are confident readers and
writers. They are able to use many strategies to read and
write a variety of stories.
Reading is an integral part of every experience for the students
at Randolph School. It is incorporated throughout the various
parts of their day. To learn more about our approach to reading
for the younger students please click
here.
Math, Science and Social Studies
All of these traditional disciplines have a natural place
in a child's exploration of the world around her. Sorting and
counting can be incorporated into games, making quilts utilizes
shapes, and making bread or ice cream clearly demonstrates changes
in matter. The theme or a current event may suggest a country
or culture to explore and study. Child-led curriculum allows many
opportunities for teachers and children to be life-long learners
who never lose the wonder of discovery.
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Third to Fifth Grades Curriculum
Social-Emotional
Children have an innate capacity for caring, kindness, and friendship.
We expand and integrate this natural ability throughout our whole
school. Respect and cooperation is integral to our social and
emotional curriculum. By providing children the experience of
a multi-age program, they are encouraged to develop independence
and personal responsibility in a nurturing social and academic
environment. Positive social and emotional roles are developed
when older children develop leadership skills as they work with
and help younger children. Individual differences are valued because
children are given choices in activities. Competition is reduced
while children work on many self-selected independent activities
and progress at their own rate. The children grow socially with
many opportunities to develop caring, close relationships with
other children as well as their teachers.
Language Arts
Just as one must build a foundation before a wall is built, we take
into consideration the natural learning processes by which children
learn, and build upon them. The more useful and relevant written
and spoken language is to the child's life, the more rapidly children
learn to read and enjoy what they read. The four basic components
to our language arts curriculum are: listening, speaking, reading,
and writing. These components are integrated throughout our school
curriculum.
Mathematics
In our math classes, the primary focus was on the comprehension
and application in every day life of the concepts being taught.
The approaches used throughout the year were teacher-led, multi-sensory,
as well as multi-media. They ranged from hands-on activities using
manipulatives to computer applications to the real world. Throughout
the year, students are guided through the mathematical process of
understanding the problem, determining the best way to resolve it,
and applying the skills taught to arrive at the correct solution.
The topics and skills covered were used to explain, enhance understanding,
and involve the students in current affairs and topics of interest.
Activities were chosen to help the students progress through concrete,
representational, and abstract stages of concept development.
All work incorporated working independently, as
well as in team experiences. The students were grouped according
to age and ability. Students might have worked individually, in
pairs, or together as a whole group. The students were encouraged
to work independently and to assist each other.
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Helminthology Class (Study of Worms) |
Science
The goals of the science classes are to instill in the students
an understanding of scientific processes and the application of
the topics to their lives. The science topics are thematically based.
Through discussion and hands-on experiments, the students were introduced
to a variety of applications of the topics. In order to reinforce
the individual qualities of each topic, students were also exposed
to lectures, research, discovering the topic in the world, building
devices, using computers, and doing experiments. Topics such as
the environment, the human body, space and the solar system, plants
and animals, machines, properties of air and water, electrical and
chemical systems, sources of energy, basic geology, ecology, and
new scientific discoveries are explored in depth in science groups.
Art
Our program in art seeks to expose children to a wide variety of
concepts, media, and forms through a multi-sensory approach of hands-on
work. We also believe that art is a very important way for children
to express themselves and gain confidence and pride in their accomplishments.
Throughout the year, we have exposed the children to the history
of art, the work of specific artists, and the many varied techniques
or styles they have used. This has led to increased knowledge and
experimentation with these styles by the children.
During the year some or all of the children have
worked in the following ways: creating autobiographical boxes; woodworking;
drawing with pastels and charcoal; painting with watercolors, tempera,
and acrylics; creating plaster impressions of their faces and hands;
building with clay; creating multi-colored silk screens; building
tree houses; creating bricks; creating drawings to music; sewing;
knitting; dyeing.
Filmmaking
Over the last three years we have made films with the oldest group
of children. We have attempted to teach and share with them
the language of film, a medium that is of growing importance.
With that skill, we have asked them to create their own personal
films on subjects that pertain to them. We have sought to steer
them away from imitations of Hollywood and to their own unique
creations. The filmmaking curriculum fits into our regular program
well, because it requires inventive thinking, searching for
some truth about your own life, intensive problem solving, technological
familiarity, and highly creative story telling.
A student lead
discussion inspired an exciting experience for the whole school - For more information
- Click here
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