Our Curriculum

We see curriculum as a rich and vibrant process, which can best be described as an interweaving of the teacher’s goals with the children’s ideas and interests, experiences, values and many times from unexpected events, also taking into account the developmental stage of the children. Whenever possible, learning is structured as a discovery process in which children are active rather than passive. Each year, the teacher and children working together create a unique classroom culture. Teachers plan for individual children and the whole group with this in mind. We strive to keep the curriculum relevant and meaningful so that children experience the intrinsic value of learning. We avoid systems that encourage dependence on external rewards. Teachers have sufficient autonomy to respond to the real needs and abilities of the children and to emerging interests and themes.

Children learn academics – reading, language, writing, math, science and social studies in developmentally appropriate ways, through meaningful, hands-on experiences. For example, children encounter language in a variety of ways each day, as they listen to stories read aloud, read or examine books, use the word wall as a spelling resource, and write letters to family and friends. They become skilled at counting with accuracy as they practice daily routines such as setting the table and taking attendance. They might explore measurement during a cooking activity, and geometry, weight, balance, and problem solving while playing with blocks. They learn scientific processes when they investigate the properties of water at the water table, and observe first-hand and theorize together the life cycle of a butterfly. Social studies, which serves as the core interdisciplinary curriculum, is learned through many trips to places in the community, and naturally by being in a diverse group in the school community. All academic challenges are matched to each child’s demonstrated cognitive growth. Music and art are also integrated into daily activities. Children often engage in project work and other activities that strengthen their natural dispositions to be interested, absorbed and involved in in-depth observation and investigation.