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English/Literacy|History|Foreign Language|Math|Science
Religion|Art|Music|Library Skills|Information Technology
The literacy curriculum is built
around genre and craft studies which last four to six weeks. Recognizing that
different strategies and thinking skills are required to demonstrate competence
in different genres, students are exposed to multiple genres throughout the
reading and writing program. During a particular genre study, students are
immersed in the genre and given explicit instruction in reading and/or writing
within that genre.
A critically important feature of
the
The single most effective way to
instill a love of reading in children is to read aloud to them. Students in kindergarten through fifth grade
are read to daily at
Every student is expected to read
or be read to nightly. In the primary
grades as readers are emerging, teachers confer with the students to choose a
book for homework which is at the student's independent reading level. In the upper elementary grades a wide range
of nightly reading material is provided and encouraged.
Appropriate grammar concepts,
dictionary skills, phonemic awareness, and vocabulary development are woven
into the reading curriculum, with the literary works themselves providing
context. The focus on these important
skills and concepts is on-going and recursive, helping students learn how to
read and how to make meaning of what they read.
Writing
In the language-rich environment
of the
Through author and genre studies,
students learn to craft their own writing.
These experiences heighten their awareness of the power of language.
Students at all levels study the works of their classroom authors and listen
critically to the voices of the writers.
Students in grades two through
five use a Writer's Notebook as a tool for thinking and exploring ideas. The Writer's Notebook is a collection of
entries in which students experiment with the writing strategies taught in
class and modeled by published authors.
This notebook is the source of seed ideas for writing pieces, which are
carried through the writing process. The management and complexity of a
Writer's Notebook is a developmental progression through the grades.
Revising, editing, and publishing
are important stages of the writing process. In revision, students learn to revisit
their pieces, looking at them through different lenses. As they edit their
work, students are expected to focus on the proper application of grade level
writing mechanics. At the end of each writing cycle, student work is published
and celebrated.
Word Study
The study of words, word patterns,
and generalizations of the English language begins in kindergarten and
continues through fifth grade. There is a logical progression of gradually
expanding knowledge, which builds upon the strength which students exhibit in
the spoken language.
The word study continuum for
students in kindergarten and first grade includes lessons in nine different
areas of learning: early literacy concepts, phonological awareness, letter
knowledge, letter/sound relationships, spelling patterns, high frequency words,
word meaning, word structure, and word-solving actions. Classroom teachers provide individual and/or
small group instruction during the literacy period of the day as well as during
the morning meeting. The ultimate goal
of the word study program is achieved when students are able to accurately
transfer the knowledge learned during word study lessons to their independent
reading and writing. Strong readers and writers are able to apply their
knowledge of our language system independently.
Words Their Way by
Bear, Invernizzi, Templeton, and
Handwriting
The Social Studies curriculum in grades one through five consists of two eight week thematic units where the focus is on depth rather than breadth. The inquiry based thematic units requires that student learn to think as historians, archeologists, philosophers, strategists, consumers, and economists.
Thematic units offer students the opportunity to engage in meaningful explorations of related concepts. Students are provided with ample time to live with an idea and to observe, compare, experiment, and discover relationships. In kindergarten, there are two major thematic units interwoven into the curriculum. These topics are integrated throughout the day and explored and expanded upon across the entire year. In each of the grades one through five, the faculty has selected four major topics of inquiry. Taken together, these units constitute the broad outline of the social studies and science curricula. Some of these topics begin as explorations in science; others center on history, geography, or the study of other cultures. Most of these topics, however, involve several disciplines and include music, technology, and art.
Students use literature, primary and secondary
sources, field trips, guest speakers, hands-on projects, and technology to
incorporate an understanding of and an appreciation for other cultures, periods
in history, and geographical regions. Social studies topics reflect
Teachers encourage students to be delighted, intrigued, and inspired by the past and to see how the past effects their personal present and future.
Grade 1: Prehistoric Time & Connecticut
Grade 2: Colonial America & Ancient
Grade 3: Revolutionary
Grade 4: A New Nation & Greek Civilization
Grade 5: Reconstructing America & Middle Ages
Foreign language instruction begins in kindergarten. Students in kindergarten through fourth grade have Spanish class twice a week. In fifth grade, students are introduced to French, which they continue to study during the first half of sixth grade as well. The three areas of concentration in the lower school foreign language program are culture, geography, and communication. Activities are geared to the students' interests and developmental level. In the primary grades, kindergarten through second, learning occurs through the use of games, songs, stories, and experiences with arts and crafts. Props, visuals, and hands-on activities are important components of instruction at all levels. Culture is primarily learned through experiences with cultural materials and practices rather than discussion and reading.
THE SPANISH
CURRICULUM FOR KINDERGARTEN, FIRST AND SECOND GRADES
The classroom atmosphere in the primary grades is one of constant and positive reinforcement. It provides a non-threatening atmosphere where each child is encouraged to participate to the fullest. All work in kindergarten and first grade is oral/aural. Some writing is introduced in second grade.
THIRD AND FOURTH GRADE SPANISH
The Spanish classes in third and fourth grade include constant reinforcement of previously learned material. However, the language is dealt with in more complexity, such as the addition of adjectives, question formation, negative and comparative sentences, and simple grammar concepts. In fourth grade, the "-ar" ending verbs are part of the curriculum.
Homework is assigned once a week and written and oral quizzes are given on material learned. The students design and create projects that go with the lessons. Flags, cards, maps, and menus have been some of the most popular.
Culture is also very important. The students learn information through props and visuals about countries and capitals of Spanish speaking countries and to locate them on the map. The Andes, Machu Picchu in Peru, the Argentine gaucho, the Galapagos Islands of Ecuador, the Iguazu Falls of Brazil and Argentina, plus many other facts, all add interest.
Positive reinforcement and a non-threatening atmosphere are provided and each student is encouraged to participate to the fullest. The students feel comfortable yet challenged and enjoy learning for fun rather than a necessity.
FIFTH GRADE FRENCH
The fifth grade introduces the French language to the students through a variety of activities. The process of learning is accomplished through simulated activities and situations relevant to age level by repetition and memorization. The activities in class include special projects, acting with puppets, games, songs, and role-play.
The Total Physical Response (TPR) method is an integral part of this course. Throughout the course, cultural awareness is increased and integrated through experiences with cultural materials and practice. The environment of positive reinforcement encourages all the students to participate in class activities.
ENGLISH FOR SPEASKERS OF OTHER LANGUAGES (ESOL)
Wooster offers ESOL to students in all divisions whose native language is other than English and who need to strengthen their English skills. In the Lower School, a group of students meets several times a week. Students receive support focusing primarily on language arts. Depending on their needs, students also receive additional practice in the traditional four areas of language study: reading, writing, speaking, and listening.
GOALS (Lower School)
To improve pronunciation and intonation skills
To develop writing proficiency
To improve spelling skills and basic grammar
To enrich vocabulary
To improve the student's ability to communicate ideas effectively in English, both in writing and speaking
To enhance reading comprehension skills
To exchange cultural experiences
Lower School teachers use a variety of texts, manipulatives, games, and computer software to provide students with focused, systematic, and challenging math instruction. The two primary resources utilized are the Scott Foresman - Addison Wesley series Math 2001 and the University of Chicago Mathematics Project series, Everyday Math 2002. Both these texts offer an orderly development of key mathematical concepts with each grade building upon the achievement of the previous grade. Math instruction occurs every day at every grade level. Students in kindergarten and first grade attend math class with their classmates, instructed by their homeroom teacher. Students in grades two through five are divided into two math sections: abstract and concrete. Both groups cover the material designated for their grade level but draw on different supplemental materials based upon the needs of the students. Students are placed in the group that best suits their learning style.
One goal of the mathematics curriculum is to expand the range of students' mathematical experiences and ideas by providing learning opportunities that allow them to gain mathematical power as they learn to value mathematics. Lower School students are expected to demonstrate their ability to solve mathematical problems in theoretical and practical situations and communicate mathematically. Students are regularly asked to articulate their reasoning and define the methods used to solve a problem; students are always expected to show their work.
In the youngest grades students begin developing an understanding of the relationships between numbers at a concrete level. This provides the foundation needed to build dependable and understandable methods for computation. Automaticity of certain skills is essential to higher level thinking in any field including math; class time and homework time are spent on systematic review and practice so that students develop automatic recall of their basic number facts. Students who have not met the expectations set for their grade level will be expected to complete additional work over weekends and school vacations.
These benchmarks are for rote mental computation with speed and accuracy:
Conclusion of first grade: addition/subtraction facts 1-10
Conclusion of second grade: addition/subtraction facts 1-20 and multiplication facts for 0,1,2,5, and 10
Conclusion of third grade: multiplication facts 2-12
Conclusion of fourth grade: division 1-12
All students beyond kindergarten are expected to have a calculator for math class. The calculator is yet another tool used in class. It is not used every day but at certain times. Students are explicitly taught not only how to use a calculator but when it is the appropriate tool to use.
The mission of the lower school mathematics curriculum is to provide the students learning experiences and introduce ideas that allow them to gain mathematical power and learn to value mathematics. Thus they will become confident in their ability to do mathematics, become problem solvers in both theoretical and practical situations, communicate and reason mathematically, estimate, determine if their solutions are reasonable, and demonstrate these abilities through learning activities and formal and informal assessments.
The lower school mathematics curriculum seeks a balance between fostering a student's conceptual understanding and the student's mastery of mathematical facts, assessing each against benchmarks for each level as defined by the department. By the end of second grade, for example, students have been taught, practiced, and been assessed on addition and subtraction facts through twenty.
SEQUENCE OF COURSES
All students in grades K - 5 study mathematics appropriate for their grade level. Starting in grade 2, students at each grade level are divided into two groups for math study. This grouping reflects the emphasis and methodology of the instruction that best meet the learning styles of each child; each of the two grade level groups is taught the same material and is expected to master the same skills at each level.
PLACEMENT AND
TRANSITIONS
For returning students in the Lower School, placement is made by the previous year's teacher.
Lower School: Students in kindergarten and first grade attend math class with their classmates, instructed by their homeroom teacher. Students in grades two through five are divided into two math sections: an abstract and a concrete group. Both groups cover the material designated for their grade level but they are approached differently to account for different learning styles. Children in the concrete group may grasp concepts more efficiently using a more "hands-on" approach. They may need more practice to become facile in their development of skills. Abstract math students can think "in their head." They can often learn basic skills quickly but still need practice with new concepts. Some children need to be challenged with more difficult problems. Although both groups cover the same material, the abstract group may expand upon a concept with greater depth.
It is important that children be placed in the group that best suits their learning style. If concrete learners are to become confident mathematicians, they will need the time and practice to develop their skills and feel capable of grasping increasingly difficult concepts. An abstract learner must continue to be challenged.
Placement in the groups is usually determined by the previous year's teacher. Movement from one group to another is determined by the current teacher's judgment and the child's work on assessments and in class.
PEDAGOGICAL PRACTICES
AND CURRICULAR CHOICES
Every lower school student at Wooster studies math every day for one hour.
In the youngest grades, students begin developing an understanding of the relationships between facts at a concrete level. This provides the foundation needed to build dependable and understandable methods for computation. Automaticity of certain skills is essential to higher level thinking in any field, including math; class time and homework time are spent on systematic review and practice so that students develop automatic recall of their basic number facts. Students who have not met the expectations set for their grade level will be expected to complete additional work over weekends and school vacations.
Lower school teachers use a variety of texts, manipulatives, games, and computer software to provide students with focused, systematic, and challenging math instruction. The Lower School utilizes the University of Chicago School Mathematics Project series, Everyday Math 2002, supplemented by the Scott Foresman - Addison Wesley series Math 2001 for practice of rote skills. Both these programs offer an orderly development of key mathematical concepts with each grade building upon the achievement of the previous grade. Two thorough reviews of the mathematics curriculum by the School confirm that these programs, used in conjunction with one another achieve the appropriate balance between mastery of computational skills and conceptual mathematical understanding (including problem-solving skills) which is a goal of the K-12 math program. Lower School students use journals and workbooks during class and have daily homework assignments on Monday through Thursday nights.
In the Lower School, science is seen as an integral part of the overall elementary school curriculum. Students are exposed to a balance of natural, physical, and life sciences. Science is taught with hands-on experiences whereby students are free to ask questions, observe, compare, experiment, and discover relationships. Science is viewed as a way of looking at the world. Using the scientific method, the children question, hypothesize, and conduct experiments in order to better understand their world. Inquiry and exploration are valued parts of the learning process.
THEMATIC UNITS
Thematic units offer students the opportunity to engage in meaningful explorations of related concepts. Students are provided with ample time to live with an idea and to observe, compare, experiment, and discover relationships. In kindergarten, there are two major thematic units interwoven into the curriculum. These topics are integrated throughout the day and explored and expanded upon across the entire year. In each of the grades one through five, the faculty has selected four major topics of inquiry. Taken together, these units constitute the broad outline of the social studies and science curriculum. Some of these topics begin as explorations in science; others center on history, geography, or the study of other cultures. Most of these topics, however, involve several disciplines and include music, computers, and art.
SCIENCE
Science is more than a body of knowledge: it is a way of looking at the world. Using the scientific method, students investigate, observe, question, hypothesize, keep notebooks, and conduct experiments in order to better understand their world. Inquiry and hands-on activities bring about greater student investment in their study of the physical world and life in its many forms. Thus, they serve the goal of the science program, which is to capitalize on the innate curiosity of students eager to discover how their world works and to tap into the wonder and awe that the existence of the universe engenders, while exposing them to the scientific method and its application.
The Lower School science program has been developed with an awareness of and appreciation for the National Science Education Standards. Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills.
THEMATIC SCIENCE UNITS FOR GRADES 1 – 5
Grade 1 Geology & Human Body
Grade 2 Water & Animals
Grade 3 Forest Habitats & Earth's Atmosphere
Grade 4 Endangered Species & Simple Machines
Grade 5 Space Exploration & Energy
SKILL PROGRESSION
K 1 2 3 4
Science as Inquiry
Ask a question about objects, organisms, and events in the environment X X X X X
Plan and conduct a simple investigation X X X X X
Employ simple equipment and tools to gather data and extend the senses X X X X X
Use data to construct a reasonable explanation X X X X
Communicate investigations and explanations X X X X
Understanding about scientific inquiry X X X X
Physical Science
Properties of objects and materials X X X
Position and motion of objects
Light, heat, electricity, and magnetism X X
Life Science
Characteristics of organisms X X X
Life cycles of organisms X X X
Organisms and environments X X X
Earth and Space Science
Properties of earth materials X X X X
Objects in the sky X X X
Changes in earth and sky X X X X
Science and Technology
Abilities of technological design X
Understanding about science and technology X X X
Identify a simple problem X X X X X
Propose a solution X X X X X
Implement proposed solutions X X X X X
Evaluate a product or design X X
Communicate a problem, design, and solution X X
Abilities to distinguish between natural and man-made objects X X X
Science in Personal and Social Perspectives
Personal health X X X X X
Characteristics and changes in populations X X
Types of resources X X X
Changes in environments X X X X
Science and technology in local challenges X X X
History and Nature of Science
Science as a human endeavor X X X X X
Lower School students experience the religious aspects of Wooster’s ethos in the day-to-day community living of the school and in the weekly lower school chapel services.
CHAPEL PROGRAM
At Wooster, we believe
that helping children explore their spiritual selves is as important as helping
them develop intellectually, ethically, aesthetically, and physically.
Toward that end, each
division meets weekly in the James Marshall Chapel for reflection, readings,
and discussion. Although Wooster's history is rooted in the Episcopal Church,
and weekly chapel services focus on the Judeo-Christian tradition, we honor all
faiths and welcome speakers from other backgrounds as well. Our mottos, "It is better to believe,
" and "Believers, say a prayer. Unbelievers, be respectful," compel us
to challenge the students to explore their faith but do not insist on any
particular doctrine or creed. Our chapel
program aims to help students understand that life is a mystery, that all
people have value, and that seeking meaning is a lifelong journey of faith and
discovery.
Weekly chapel services
last about 30 minutes and can include prayers of thanksgiving and prayers for
those in need, readings from various religious and cultural traditions, musical
performances, story telling, skits, singing, and a brief homily about Wooster's
shared values or a spiritual topic of the day.
Special holidays in the Christian, Jewish, Muslim, Hindu, and other
faiths are recognized, discussed, and celebrated. Students are invited to participate as
readers, candle bearers, and performers as they desire. Above all, chapel is presented as a
comfortable, non-threatening, and at times entertaining opportunity for
children and adults to gather away from the pressures of the academic day to
pause and reflect on their spiritual selves and upon the larger questions of
life.
Our spiritual community
is exemplified by the Wooster School Prayer which is recited at every service:
Oh
God, You have given us every good gift.
We
thank You for the bounty of your creation,
your teachings through the ages,
the love of family and friends,
and the goodly heritage of this school.
Bless
us we pray, in our work and in our play.
Make
us gentle, generous, truthful, kind, and brave.
Keep
us in purity of heart,
and let the life of our school go on from strength
to strength,
and have its place and meaning in your kingdom.
Amen.
Inside every child there is an artist. As surely as there are different types of learners, there are different styles of artists, and each has a unique way of expressing his or her creativity. The child who is adept at drawing may not be able to solve the problems that arise in 3-D construction. One who loves to mix colors and paint may not feel capable drawing. It is important for this reason to structure a lower school art program to include all different media, both two and three dimensional; to work large as well as small; to work in groups as well as individually; to emphasize involvement in and enjoyment of the process of working. The goal of the Wooster Lower School art program is for each child to be comfortable with art materials, to develop a non-critical, playful approach to his/her own work, to be flexible and use mistakes, to have fun and experiment with the materials in a non-competitive but engaging and focused atmosphere.
The program teaches the elements of art through curriculum-related subject matter. History, social studies, math, and science are integrated into long- term projects. Museum trips, sketching trips, classroom research, and books enhance and deepen the content of the work. Children become familiar with artwork of different cultures and learn to use the visual vocabulary of those cultures by working with similar materials, designs, and forms. Mathematical concepts are an integral part of art, in the use and combination of geometric forms, the study of proportion, and the creation of patterns. Children naturally use the scientific method in color-mixing experiments; there is no better way to observe nature closely than by drawing it; and any three-dimensional construction involves an intimate relationship with the laws of physics.
Art classes meet once a week; younger children for 45 minutes and older children for one hour. The program involves children with a variety of basic processes and materials including painting, drawing, collage, assemblage, clay, printmaking, and book arts, which are outlined in depth in the following pages.
Through these processes and with these materials children discover and explore the elements of art- line, color, texture, shape, volume, pattern, proportion, composition, and contrast. They learn to solve conceptual, visual, and structural problems. Long term projects layer many of these processes and explore many of these elements as well as incorporating research and material learned in the school curriculum. Because of this multimedia approach, each work is a complex series of accomplishments. Work completed one year builds the skills necessary for work done in following years.
Children learn to perceive the world around them, to transform malleable materials and ordinary objects into extraordinary things, and feel how ideas can generate more ideas. As they learn to appreciate their own uniqueness, they also learn to respect the work of others.
Lower School students gain a basic understanding of musical concepts through singing, moving, playing instruments, and improvising. This understanding of music is based on the work of German music educator, Carl Orff. Orff's approach to music is "the enrichment of students' lives through the development of their inherent musicality." The Orff-Schulwerk approach is special in that the student learns by creating, listening, and performing. Students create music on specially-designed instruments, such as the Xylophone, Metalophone, and Glockenspiel. They sing, move, and speak to the accompaniment of the instruments.
Music is based on folk material collected from our rich American heritage. The Orff-Schulwerk music curriculum is tied to the thematic units in the larger curriculum, enhancing the oral program. Students begin to play the recorder in third grade and continue through the fifth grade. They learn to read music and are expected to practice their instruments and do written homework regularly.
Chorus is offered to third, fourth, and fifth grade students as an optional early morning activity. In addition, private instrumental lessons in flute, piano, percussion, trumpet, violin, and voice are available for an extra fee. Private lessons take place before or after school. All students involved in the instrumental program participate in a spring recital for parents, peers, and friends.
GOALS (taken from the National Standards of Music Education)
Sing, alone and with others, a varied repertoire of music
Perform on instruments, alone and with others, a varied repertoire of music
Improvise melodies, variations, and accompaniments
Compose and arrange music within specified guidelines
Read and notate music
Listen to, analyze, and describe music
Evaluate music and music performers
Understand the relationship between music, the other arts, and disciplines outside the arts
Understand music in relation to history and culture
Included in the John D. Verdery Library is the special Lower School Library Room. Students meet here to do research, for structured library classes, and to explore the pleasures of reading. The Lower School library curriculum goals are to nurture a love of reading, to develop an appreciation of literature, and to teach the skills necessary for each student to feel comfortable and confident in any library setting.
Classes are scheduled once a week with the Wooster School librarian. Library and research skills are taught in partnership with classroom activities to provide a meaningful learning experience. Learning to locate, evaluate, and organize information in order to solve problems and gain knowledge are essential skills for all students. Library classes also involve sharing the joy of reading, enjoying various book genres, and developing an appreciation for the creativity of different authors and illustrators.
Wooster School's library facilities include a periodical area, a reference center, computers for on-line research, and a collection of close to 16,000 volumes and 400 curriculum-related videos. The Wean Room houses the adult fiction collection and serves as a quiet reading area for Upper School students.
Weekly Lower School library classes are broken into three units. Time is spent selecting books for pleasure reading, learning about library skills, and enjoying a shared read-aloud.
Library skills are introduced in kindergarten and then expanded and reinforced through 5th grade. Each grade year grows on the previous year's skills and new skills are also added.
OBJECTIVES
Each child will learn:
to located a book
use the Dewey decimal system
know how fiction is organized
know the layout of the library
the parts of a book
author, title, illustrator
spine, cover, pages
title page, copyright, index, glossary
about the different genres of books
how to use library resources
dictionary
index
encyclopedia
almanac
on-line databases
how to use keywords to find books and information
in books
on-line
how to apply a search strategy for acquiring information via the "big6 information literacy" model
how to use Boolean operators to:
narrow a search
broaden a search
how to take notes
identify keywords
ask questions
skim and scans for information
know to give credit
what a bibliography is
Wooster's Lower School provides for contemporary developments in technology. Lower School students have access to computers in their classrooms as well as in the Computer Lab. All computers on campus provide access to the student server, Internet, and CD-Rom programs.
The computer is seen as a tool for learning and, as such, students meet weekly in the computer lab to use technology to support their core curriculum. Except for keyboarding, which is instructed primarily outside the lab, the computer competency skills expected at each grade level are taught through projects established jointly by the classroom teachers and the computer teacher. The Lower School computer teacher provides the technological content, and the classroom teachers provide the context for these projects. In previous years, for example, second grade students toured a virtual Inuit classroom using the Internet and developed slide show presentations illustrating what they had learned during a unit on the Inuit. In another example, Third graders learned to access and interpret information through web quests and applied their research skills in Power Point presentations about rain forest animals. During units on simple machines and Ancient Greece, students created Power Point presentations. They then collected data on endangered species and prepared their own database or word search using Excel. The fifth graders applied their knowledge of Microsoft Office applications to produce slide shows about their ancestors, journals describing life during the Middle Ages, and Excel spreadsheets and charts reflecting information gathered from student surveys.
In the Lower School, a national health and substance abuse prevention program entitled The Great Body Shop is utilized. This program increases knowledge of health issues and encourages the development of positive health practices, thus enabling students to make intelligent decisions concerning their mental and physical health. Recognizing that parents and guardians are the primary educators of their children, this program is designed to complement and support what is being discussed at home.
The overall goals of The Great Body Shop are:
to facilitate understanding of fundamental health concepts and disease prevention;
to build respect for and promote the health and well being of one's self and others through the application of positive personal and community health values and good communication skills;
to promote acceptance of personal responsibility for health-enhancing behaviors and reduction of health risks through the use of critical thinking skills;
to provide for the informed use of health-related information, products, and services; and
to build resiliency into the process of growth and development
The Lower School Physical Education program is an important component of the total education at Wooster School. Physical education classes meet by grade level twice weekly for 40 minutes.
GOALS:
having fun
having some success
listening and following directions
cooperating
showing good sportsmanship
developing individual skills
building self esteem
The physical education program is designed to enhance each child's physical growth and development. The philosophy of this program is simple: learning and having fun. In conjunction with the mission of Wooster School, the physical education program seeks to encourage all students to the fullest development of their capabilities - mentally, physically, socially, and morally. The program provides an avenue for students to develop the confidence, skills, and inspiration needed to strive for both individual and group successes. The program promotes the development of personal values by encouraging all students to understand, appreciate, and demonstrate sportsmanship, cooperation, and respect.
It is the child's self-concept that is the most critical dimension in teaching and in learning. Therefore, it is with full respect for an individual's self-concept that our teachers need to encourage the students to work hard, play fair, and strive to do and to be their best.
Our curriculum is divided into skill units. Age appropriate skills, strategies, and rules are taught, followed by modified games. There are non-competitive and mildly-competitive games and activities presented, and how each child plays the game is stressed rather than the actual score. Many group problem-solving activities from "Project Adventure" are incorporated at every grade level.
The three main areas of this program are conditioning, movement education, and recreational and life long activities/sports. Conditioning consists of stretching, aerobic, and anaerobic activities. Movement education deals with locomotion skills: walking, running, sliding, hopping, skipping, leaping, jumping, twisting, and bending. Some basic tumbling elements are taught and reviewed. Recreational and sport activities include skills and modified games in soccer, touch football, pillow polo, floor hockey, ultimate frisbee, handball, basketball, volleyball, tennis, lacrosse, and softball/baseball.
Repetition of fundamentals is vital at each grade level to strengthen each child's skills, development, and self-confidence. Manipulative skills, hoola hoops, scooters, parachutes, bean bags, jump ropes, and hippity hops are instrumental in developing physical fitness skills, balance, endurance, and agility of the students.
CONTENT STANDARDS IN PHYSICAL EDUCATION
demonstrates competency in many forms and proficiency in a few movement forms
applies movement concepts and principles to the learning and development of motor skills.
exhibits a physically active lifestyle
achieves and maintains a health-enhancing level of physical fitness
demonstrates responsible personal and social behavior in physical activity settings
demonstrates understanding and respect for differences among people in physical activity settings
understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction
Please note:
The information
contained in these documents is the intellectual property of
and intended solely
for the use of current and prospective members of the
to better understand
and anticipate course content.
Reuse, resale, or reproduction of
this material outside of
Copyright Wooster School 2005