Lower School Philosophy and Programs
Our Lower School curriculum is carefully designed to strengthen the student’s area of weakness in language, as well as to stimulate and encourage their areas of strength. Our approach includes nurturing each student’s creativity, imagination, and social skills while laying a strong language foundation.
We are a multi-age environment, but follow the core curriculum representative of a traditional elementary school. Topics introduced each year build on the concepts that have been taught in the prior year. Learning builds on learning: children gain new knowledge by building on what they already know. It is essential to begin building solid foundations of knowledge in the early grades in order to foster success in later learning.
Lower School students are provided with a full curriculum in addition to their Reading, Writing and Language Skills classes. This curriculum includes: Literature, History and Geography, Mathematics, Science, Computer Science, Art Music and Physical Education. In addition, speech and language classes are integrated into the curriculum as well as social skills, esteem building and self-advocacy classes.
Mathematics
The Lower School Math program provides students with a broad, concept-driven curriculum designed to give students the foundation necessary for a successful mathematical future. Students build their knowledge base through hands on activities as well as direct instruction. Computation, number theory, fractions, geometry as well as problem solving skills are stressed throughout all levels. Furthermore, real life mathematical topics such as telling time and understanding monetary values are foundationally built and reviewed on a yearly basis.
- Making Math Real™ is a multi-sensory, hands-on and structured program designed for students of all learning styles. The approach integrates key cognitive development essential to success in math. Brain tools critical to success in math, such as symbol imaging, detail analysis and sequential processing are developed through fun and engaging lessons that guide students from Kindergarten through calculus.
- On Cloud Nine® uses “visualizing and verbalizing” to develop three basic processes leading to mathematical skill: concrete experiences, imagery, and computation. The purpose of the program is to help students think with numbers, image relationships and do mental and written computation. Multi-sensory tools include base 10 blocks, number lines and imaging cards. Air-writing is used to engage the kinesthetic sense and build visual imagery.
- TINS (Thought, Information, Number sentence, Solution) Method was designed to help students break down word problems and solve them with accuracy. Students are taught to identify keywords and nonessential words, visualize the problem and understand the “language of math” so they are able to choose the appropriate operations when solving a problem.
Social Studies
In the Lower School, students explore the world around them beginning with study of homes and families moving through people and communities and culminating with a study of the regions of our country. Hands-on projects are fundamental, with field trips being an essential component of the learning process. Comprehension skills and integration with language skills are central to social studies. Teaching students map skills, geography, and timeline concepts are important elements of this content area. In addition, the ability to recognize cause and effect, to draw valid conclusions, to categorize, and to compare and contrast are critical thinking skills that are also introduced and taught.
Science
The Lower School science curriculum introduces students to life, physical and earth sciences. Students learn carefully to observe events and the world around them and to ask questions about their observations which can be answered through investigation. Delta lab modules are integrated throughout the science curriculum to support hands-on learning. Field trips provide students with additional tangible experiences and opportunities to become further involved in their learning. All students take part in the annual Science Fair. This activity allows students the opportunity to take what they have learned in the classroom home and solve a scientific question using the scientific method.
Storytelling
Storytelling is an integral part of the Lower School Curriculum and is integrated into all subject areas. Storytelling creates a bridge between written and oral language, improves listening, reading comprehension and literacy skills. Storytelling arts builds self-esteem, exposes students to cultures through multicultural folklore, provides problem-solving techniques for conflict resolution, teaches students how to relate effectively and empathetically to others and inspires a love of learning and literature.
Art Therapy/Self-Advocacy
One of the fundamental tenants of art therapy is the premise that art expression is, by its very nature, an outlet for feelings. Because artwork encourages safe, overt expression of these feelings it can have inherent therapeutic value by allowing the students to communicate their desires, as well as fears, through their art. Art therapy is designed to foster the development of positive self-esteem and to enhance the ability of each student to self-advocate.
Performing Arts
Music is an essential component of every child’s education and all Cambridge School students participate in musical learning through the Fine Arts Program. Cambridge School’s music program is performance based. The program is directly linked to school celebrations through vocal and instrumental music as well as drama. A winter concert, an annual all-school musical and end of year ceremony performances are just a few of the ways we share our students' musical accomplishments. Songs are oriented toward the seasons, holidays and school projects. It is our goal to develop students’ musical skills including vocal production, rhythm, pitch, dynamics, tempo, note reading and harmony through the medium of rehearsal. Many different musical styles, genres, and cultures are represented in teacher led listening activities. The music program is integrated with classroom curriculum. Opportunities to enhance team work, cooperation, community and self-esteem are provided through these large-group collaborations and the art of working together to achieve a common musical goal.
Drama has many beneficial applications in the classroom. Research shows that drama increases creativity, originality, sensitivity, fluency, flexibility, cooperation and examination of moral attitudes, while developing communication skills and an appreciation of literature. Drama provides a method of better accommodating students with different learning styles (visual, auditory and kinesthetic), of teaching critical thinking skills and of producing aesthetic experiences with literature. In addition, research on drama in the classroom has been found to improve reading comprehension, persuasive writing, self-esteem and positive attitudes towards others. In addition, drama provides a platform for safe expression and the utilization of the imagination.
Art
The goal of the art program at Cambridge School is to stimulate creative thinking and to encourage students to feel comfortable using art as an effective and meaningful form of communication. Students with different learning styles often display a strong aptitude for the visual arts. Therefore, we strive to challenge them through creative problem solving and experimentation with art. We strive to inspire students with a lifelong curiosity and urge to create. Students develop confidence in their creative expression by building skills in a variety of media. The students work with tools appropriate to their abilities and skill level in order to develop manipulative skills needed to satisfy individual artistic expression. Elements of design are introduced; line, shape, color, texture, space, light, as well as the principles of design; pattern, rhythm, balance, contrast, emphasis and unity. The students create bridges between art and the world around them through a theme-based integrated curriculum. For examples, students design and create set backdrops and stage props that will be used in their all-school musical production. Often projects connect art concepts to language, math, and social studies. Projects are designed to offer enough structure for students to feel creatively safe as well as the freedom for them to make their own discoveries. The students expand their horizons and are visually inspired by experiencing a variety of artwork from contemporary and past cultures. Also, students create a connection with the art community through museum/gallery visits, field trips, visiting artists, and the annual Student Art Show.
Computer Education
Computer Education is designed to enhance the students’ familiarity with computers and emphasis is placed on discovery learning and problem solving that enriches the program of study. The program revolves around the academic curriculum and the developmental levels of the students. The program uses the computer as a tool for academic learning as well as for teaching clearly defined technology skills. Course objectives are to improve students’ keyboarding skills through the use of Ultra Key, to bolster their confidence in the use of the computer as a writing tool. Thus, students learn to use computers effectively as a tool in their schoolwork. Students have the opportunity to, safely and ethically, research topics via the internet, explore on-line library services, and utilize reference CD-ROMs. They become familiar with word processing, spreadsheets, and how to navigate the Windows environment. Students also learn the basic file structures and general concepts of hardware and software. Students also have the opportunity to learn the basics of computer architecture; to save to the hard drive; create multimedia presentations; create and contribute to the design of a web page; and have knowledge of a scanner and digital camera. Students are guided in producing Power Point presentations based on writing assignments and reports across the curriculum.
Brain Gym
Each morning Cambridge School students begin with Brain Gym Exercises. Brain Gym is movement-based learning. The movements are designed to support a child as they discover reading, handwriting, spelling, or mathematical computation. These natural movements enhance learning by addressing the sensory elements involved in the integration of new ideas. The brain gym movements facilitate the flow of information within the brain, restoring our innate ability to learn and function at top efficiency.
Physical Education
The Cambridge School Physical Education Program is developed and implemented to provide opportunities for growth through selected movement experiences while recognizing the needs, abilities, and interests of each child. Teachers allow each child to strive toward fulfilling his/her potential. Emphasis is on self-improvement and the ability to think through and understand skills and strategies. The goals are to develop and improve motor skills, improve social interaction abilities and social skills. Focus is on movement education, concentrating on developing basic locomotion skills, body awareness and ball handling skills. Emphasis is placed on listening, following directions and cooperation. Lessons are planned so that the teacher can use drills and games to isolate specific skills and to develop activities to provide learning situations through which students can express themselves. Our intent is to increase each student’s level of physical fitness and enhance his/her self-image through active participation in class. As students progress through the curriculum, various activities are organized to provide continued improvement with hand and eye and perceptual/motor coordination. Activities are designed to reinforce skills that have been taught while taking into consideration the current developmental concerns of students. Activities are presented in a sequential manner; each learned skill is a foundation for more refined movements. Activities include softball, badminton, basketball, gym games, soccer, volleyball and introduction to baseball. In addition, students participate in an annual fundraiser called Jump Rope for Heart, which ties into our community service program.
During the fitness component the students are being evaluated and tested to measure their level of fitness and skills compared to other students their age.
In the winter semester all students have health classes integrated into their physical education program. Health classes are designed to address health issues related to the students’ social environment equipping them with skills and experiences that will prepare them for the challenges and opportunities they will encounter.