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Curriculum

Lesson delivery

  • Teacher uses inductive and deductive reasoning skills in teaching methodology. In the early years, teaching from the vantage point of synthesis toward analysis, whole to part, (deductive skills) and through the middle school years from part to whole, analysis to synthesis, or (inductive reasoning skills).
  • The teacher recognizes cognitive differentiation and personal individuation when delivering instruction.
  • Lessons are balanced in the realm of academic skill, artistic expression and kinesthetic engagement.
  • Lessons include social/emotional aspects; relate to student interest and experience.
  • Lessons stimulate student engagement.
  • Differentiated instructional approaches are a part of every teacher’s skill set.
    • The teacher knows the core subjects skill strands and can assess the placement of a child along a continuum of growth in competency.
    • The teacher is able to adjust student learning outcomes such that students are provided scaffolding for stepping into the next zone of proximal development.

TRCCS Student Achievement Goals: Measured by Student Progress Reports (Whole-Child Rubric), End of Year Narrative Report and Individual Student Portfolio (Main Lesson Book Review).

  • Literacy (also measured by the Badger Exam and Independently Developed Assessments)
  • Ability to communicate clearly both orally and in writing
  • Ability to communicate in more than one language
  • Understanding of various cultures
  • Understanding of scientific process and disciplines
  • Knowledge of history
  • Ability to think creatively, analytically and logically
  • Ability to observe, gather, organize, analyze and synthesize information
  • Understanding of the mathematical process including application (also measured by the Badger Exam and Indpeendently Developed Assessments)
  • Lifelong learner who has developed competence, self-motivation, confidence and responsibility

Curriculum

Prekindergarten and Kindergarten – An Overview

TRCCS Pre-K & K Curriculum

Prekindergarten children attend school two full days a week.

At TRCCS, we believe that the early childhood (birth to age seven) is a unique period of life that deserves respect, guidance, nurture and time.  We believe that children have not only a physical nature, but a individual and spiritual one as well.  Meaningful work and creative play in a structured environment are the pillars upon which a healthy life can be built.  Of utmost importance is the development of social skills, which serve the children in one day realizing their potential in relation to others.

The goal of the prekindergarten and kindergarten is to integrate young children into their individual physical body, the social body of the classroom, and life as a whole.  Thus, the children’s education takes place primarily through an active participation in the “Living Arts.”  These include:

  • benefiting from the nurturing arts, such as well-structured and consistent daily, weekly, and yearly routines, healthy nourishment, daily rests, and clearly-held boundaries
  • imitating and partaking in meaningful, purposeful, practical work, such as cooking, woodworking, cleaning, and gardening
  • exploring the creative arts, such as imaginative play, watercolor painting, puppetry, handwork, and storytelling
  • developing social/ relational skills– learning to share with, wait for, ask, thank, help and work with others in a mixed-age environment
  • experiencing daily, extended time in nature, the seasonal cycles, the earth and the elements first-hand

In our classrooms, a multi-sensory, experiential foundation is laid for the abstract learning to come in grade school and beyond. Keys to our approach for children ages 4-6:

  • Young children have a natural awe and reverence for the world and the adults who care for and teach them; thus, children readily imitate what they experience in their environment. Consequently, the teacher embodies and demonstrates the behaviors, knowledge, attitudes, and habits for the children to learn and acquire through imitation.
  • Young children develop a sense of security and confidence in the world that leads to clear thinking and emotional stability later through consistent relationships with their primary adult caregivers and teachers and through rhythm in their daily, weekly and yearly life.
  • Young children’s bodies are in an intense process of forming inner organs, growing bones and brain tissue, and developing physical gross and fine motor coordination, which should be honored and actively supported. Consequently, young children will ideally be purposefully given a significant amount time for free play that encourages a variety of physical activities, imitative make-believe play acting, and imaginative and social problem solving.
  • Young children do not have the filters adults do with regard to their sensory experiences; they are like sponges absorbing everything in their environment. Consequently, the classroom environment is rich with healthy sensory experiences incorporating natural materials, texture, warmth, and the fragrances of cooking and baking. In addition, outdoor time in nature immerses children in the sights, sounds, colors, smells, and tactile experiences of the ever-changing seasons.

Unlike the grades, the kindergarten does not teach in main lesson subjects. There are 3-6 week seasonally-oriented themes that infuse the content of each day, but literacy and language arts, mathematics, science, social skills, social studies, music and the arts are integrated into each theme.

TRCCS curriculum sequencing and content by grade level, first through sixth grade:

TRCCS Grades Curriculum 2014

First Grade:

  • Math: Qualities of numbers, introduction to the four operations of arithmetic, geometric forms, whole number processes, counting rhythm and times tables 1 through 6 and 10
  • Literature and Grammar: Pictorial and phonetic introduction to the alphabet, word recognition, writing, poetry recitation, and fairy and folk tales from around the world
  • Science: Nature stories, nature walks, observations, gardening, local environment, seasons and visits to local farms and an indoor greenhouse
  • Performing Arts and Music: Recorder (which develops finger coordination and concentration), singing songs, poetry memorization, in-class drama and marionette performances
  • Art: Watercolor (which has an emphasis on working with color rather than creating formed pictures), beeswax modeling and crayon illustrations
  • Handwork: Knitting (which promotes hand-eye coordination, fine motor skills, arithmetic skills, sequencing, patience, perseverance and self-esteem), seasonal crafts
  • Spanish: Introduced through plays, songs, rhythms, poems and games
  • History and Social Studies: Fairy and folk tales, rhymes, poems and songs
  • Geography: Spatial orientation and body geography
  • Movement: Circle games, yoga, eurhythmy and outside play

Second Grade:

  • Math: Continue with four operations of arithmetic, story problems, number patterns, times tables 7 through 12, two digit multiplication, carrying and borrowing, written calculations
  • Literature and Grammar: Reading and writing, phonetics, elements of grammar, spelling, punctuation, animal fables, myths and legends of heroic people from around the world
  • Science: Nature stories, nature walks, observations, gardening, local environment, seasons, visits to local farms and an indoor greenhouse and animals
  • Performing Arts and Music: Recorder, singing songs, poetry memorization, in-class drama and marionette performances
  • Art: Form drawing, watercolor painting, beeswax modeling, crayon drawings
  • Spanish: Continuation of 1st grade adding vocabulary, counting, animals and colors
  • Handwork: Knitting patterns with multiple stitches, crocheting and seasonal crafts
  • History and Social Studies: Fairy and folk tales, legends, poems, songs and stories of heroic people
  • Geography: Natural studies
  • Movement: Rhythmic games, line games, yoga, eurhythmy and outside play

Third Grade:

  • Math: Memorization of multiplication tables 1 through 12 continued and strengthened, weight, measure, length, volume, money, time, continued two and three digit multiplication and long division
  • Literature and Grammar: Elements of grammar (nouns, verbs, adjectives, adverbs), spelling, compositions, stories from ancient history and continued reading
  • Science: Gardening, soil, nature studies, animal husbandry, conservation, cooking, house building and visits to local farms and an indoor greenhouse
  • Performing Arts and Music: Recorder, singing in rounds, in-class skits, performance of annual class play and music notation
  • Art: Continue form drawing, painting, beeswax modeling, crayon and pencil drawing
  • Spanish: Integration into the core curriculum in songs, plays, poetry, conversations and vocabulary
  • Handwork: Crocheting patterns, hand sewing and seasonal crafts
  • History and Social Studies: Study of practical life to include house building, clothing and cooking around the world
  • Geography: History of farming and house building around the world
  • Movement: Traditional games, dancing, yoga, eurhythmy and outside play

Fourth Grade:

  • Math: Continuation of long division, fractions, averages, factoring
  • Literature and Grammar: Elements of grammar, spelling and punctuation, book reports, creative writing, composition, Norse and Finnish mythology, Indian Legends and local history
  • Science: Zoology, animals in their environment, continuation of gardening and nature studies
  • Performing Arts and Music: Singing and recorder in rounds, possible addition of violin/cello, music theory, choir, reading music notation
  • Art: Advanced form drawing, painting and clay modeling
  • Spanish: Continued songs, plays, poetry, conversations, cultural activities, vocabulary, beginning writing and reading
  • Handwork: Cross-stitch, embroidery, knotting and braiding
  • History and Social Studies: Local Wisconsin history
  • Geography: Local Wisconsin geography and map making
  • Movement: Yoga, folk dancing and relay races

Fifth Grade:

  • Math: Decimals, fractions, metric system, geometry as it developed in ancient cultures
  • Literature and Grammar: Spelling, sentence structure, descriptive writing, punctuation and compositions, Greek, Indian, Persian and Egyptian myths; business letter writing and report writing
  • Science: Botany, inductive method, continuation of garden and nature studies
  • Performing Arts and Music: Recorder, violin/cello and 3-part choir
  • Art: Freehand geometric drawing, painting, clay modeling and drawing
  • Spanish: Continued songs, plays, poetry, conversations, cultural activities, vocabulary, writing and reading
  • Handwork: Knitting in rounds, knitting socks, hats and mittens and woodcarving
  • History and Social Studies: Mythology and life in ancient civilizations from ancient India through ancient Greece, Greek history through Alexander the Great
  • Geography: North American geography as related to vegetation, agriculture, culture and economics
  • Technology: Computer skills and use will be part of the Main Lesson
  • Movement: Yoga, Greek Olympic games preparations

Sixth Grade:

  • Math: Percent, beginning algebra and negative numbers, ratios, proportions, geometric drawing with instruments and proofs and business math
  • Literature and Grammar: Advanced grammar, descriptive compositions, expository writing, spelling, biographies, the Roman Empire and Medieval literature, research methods and report writing
  • Science: Mineralogy, physics (acoustics, electricity, magnetism, optics and heat), beginning astronomy, continuation of garden and nature studies
  • Performing Arts and Music: Singing in parts, recorder, violin/cello and choir
  • Art: Geometry with compass/ruler, painting, clay relief modeling ,woodcarving
  • Spanish: Reading and translation of stories
  • Handwork: Pattern making and 3-D construction
  • History and Social Studies: The Roman Empire and Medieval history
  • Geography: World geography with an emphasis on European and South American geography
  • Technology: Computer skills and use will be part of the Main Lesson
  • Movement: Yoga and team sports

Curriculum is not limited to what is written in this contract; this is to give an idea of what will be taught and how the students will come to this knowledge.

Collaboration

  • Main Lesson teachers and single subject (specialty) teachers share content and key generative images given within the Main Lesson block:
    • Increasing student practice of and thus reinforcement of academic, artistic and practical skills.
    • Providing for different avenues of expressing the unique individual’s intelligence, style and modality of learning.
    • Core academic content is taught through the use of compelling and empowering imaginations wherein the child experiences implicit learning which moves to explicit in practice.
  • Main Lesson teachers collaborate between grades with the Director, Lead Teacher and Governance Board