Secondary Elementary (3rd to 5th Grade) Curriculum

As students enter the secondary phase of their elementary school experience at Richmond Friends School they continue to learn through individual exploration, small group interactions, and entire class activities. It is important for each of these forums to be utilized since each contributes something different to the full development of the child. Individual study allows a student to specialize the educational process to themselves, helps create personal excitement for learning, and allows for individual expression. Small group study allows students to work together towards a collective goal, provides an opportunity to strengthen social skills, and provides a forum for students to help each other. Entire class activities allow for the inclusion of many different points of view or personal knowledge, provides a place for each child to be heard by everyone else, and allows for the building of a stronger classroom community.

The primary means for students to follow individual study is through personal projects. Students begin to learn about areas of personal interest for extended periods of time in order to create projects that help to educate the entire class. Students are encouraged and guided to apply what they learn to create learning aids, called products, for the rest of the class, which is usually introduced to the entire class during a formal presentation. Occasionally the entire class will study a single topic with each student specializing in one particular aspect of that topic. At other times individual students, with teacher guidance, will focus on learning about topics that are completely of their own interest. Occasionally, as well, small groups of two or three students will be allow or even encouraged to organize a project on a topic of group interest.

Small groups are used in several ways in the 3^rd to 5^th grade classroom. They are the primary means for math instruction and are also sometimes used in science experiments and writing activities. In math and science experiments it is often beneficial for students to help each other in going through the process to arrive at a conclusion or answer. It often aids the "helper" as much as the person who is helped, since the " helper" strengthens their knowledge and confidence and may gain a different point of view. The gaining of a different point of view is what makes small groups so valuable to the writing process as students have each other check their writing drafts for interesting and detailed content as well as grammatical proficiency and correct spelling.

There are just as many learning activities that the entire class embarks upon together. Recess is decided upon by all of the students together through consensus, which requires that everyone agree on what the class will do for the recess activities each week. Field trips are often taken by the entire class to ensure that everyone in the class can share some meaningful experience and to help build a togetherness between the students. Often brainstorming is done by the entire class o that many different voices, opinions, and thoughts can be brought to bear on any particular subject.

The individual, small group, and entire class learning activities in class are based upon study in many areas. The following section includes the main areas areas of learning and provides a brief listing of sub-topics in each area.

Language Arts: The study of the language arts is a critical area of study since the accumulation of information in almost all other areas depends upon this one area. Therefore, while there are some mini-lessons presented to the class, groups of students, or individual students to focus on areas that might need improvement, everything else that is done in class, whether reading a science experiment or talking in Japanese, also utilizes and therefore provides a learning opportunity in the language arts.

*Reading:

decoding words

vocabulary building

comprehension

personal enjoyment

researching

*Writing:

understanding and utilizing the writing process

simple grammar

spelling

organizing into paragraphs and sentences

creating and exploring different genres

handwriting: both printing and cursive

*Oral communication:

comprehensibility

expression

self-confidence

Math: Like so many other areas of learning, people often learn math best in different ways or at different ages. With that limitation, the 3^rd to 5^th grade class utilizes age and grade independent math groups. These groups are malleable to allow for, depending on the math topic under consideration and the guidance of the teacher, a student to go from one group to another. Whole class math activities, like a baseball card activity in the spring and numerous measurement activities, also provide opportunities to establish basic math skills for all the students.

*Geometry:

shapes

calculating area and volume

*Measurement (mostly metric, but a little English too):

length

mass

volume

time

*Computations:

multiplication and division

subtraction and addition

*Number Sense:

fractions

decimal numbers

percentages

rounding

*Problem Solving:

understanding a written problem

choosing the correct method to solve a problem

algebra

graphing

Science: Science is not just the study of scientific information, but rather is also a process for answering questions. It is important to understand that process and be able to use it to be able to answer one’s own questions, no matter what subject the question concerns, with a probable answer. Learning the scientific process, using it through experimentation, and gaining knowledge on scientific subjects are all important aspects of a sound science curriculum. Although occasional class or group study into scientific topics, like the water cycle or rock cycle, provide some background scientific knowledge, much of the learning concerning other scientific areas of study are taken up through individual projects.

*Scientific Processes:

comprehension of scientific method

experiments

personal use for answering questions

classification

*Scientific Areas of Interest:

recycling

water cycle

environment and human impact

animals

plants

minerals

energy

motion

human body and nutrition

Social Studies: Social studies concerns learning about our community, our society and others in the world, and what has already happened in those societies. Much like science, social studies is focused on through some small group and all class activities, like the teacher reading a book to the class concerning the underground railroad, or small groups making a map to illustrate where the main branches of the underground railroad were. However much of the study of history and the world is provided through individual projects. Also included in social studies is the study of computers, which is given an emphasis in the 3^rd to 5^th grade class.

*History:

United States government

minorities in the United States

famous people

current events

Indiana history

*Geography:

location of states and countries

map familiarity and ability to use

*Cultures:

world religions

similarities and differences between people

desire to strive for peace

*Computers:

parts

ease of use

internet

Art: Art education in the 3^rd to 5^th grade class includes what could be called appreciation, attempting to gain an insight into different forms of art, as well as learning how to participate in different types of art and just simple personal exploration into art. Creating art is a personal expression, and therefore every artistic endeavor is greeted with honest encouragement. Do-exactly-what-I-do types of art activities are not encouraged, but rather activities which allow for everyone to express themselves differently are explored.

*Music:

participatory singing and simple instrument playing

enjoyment

*Performance:

Japanese play

skits and puppet shows

*Fine Arts:

painting

drawing

sculpture and models

elements of art

Japanese: The study of Japanese is important to the 3^rd to 5^th grade class because it allows us to get deeply involved with a different culture. With the assistance of students from nearby Earlham College, we attempt to combine learning the culture of Japan with Japanese vocabulary and some written and spoken Japanese.

*Writing:

katakana, hiragana, and kanji

Japanese words with English letters

*Spoken:

simple statements of greeting and goodbye

speak in Japanese about what is around them

*Culture:

similarities and differences between how we and Japanese people live

knowledge of particularly Japanese cultural activities

knowledge of and preparation of Japanese cuisine

Social & Emotional Growth: Personal growth in the field is just as important as development in the preceding areas of knowledge. Students are encouraged to solve their problems by discussing their points of view and trying to come to a better understanding of the situation. Students are encouraged to express themselves, but at the same time to consider how they affect the people around them. Students are encouraged to be an active member of their local and world communities and to try and improve both.

*Social:

consensus building

non-violent conflict resolution

participate in making the world and local communities better places through activities like:

Sharing art activities with residents of a local retirement home

Assisting the local American Friends Service Committee

Cleaning the classroom, school, or nearby areas of the community

Assisting younger members of the school community

*Emotional:

personal autonomy

develop responsibility for self and own learning

self-respect

enjoyment of learning

Physical Growth: Since children physically mature at different rates it is important to incorporate learning activities into the curriculum which allow them to be physically active and increase their ability to control muscle movements in a safe environment. The 3^rd to 5^th grade class has a one half hour time during the morning every day for concerted physical game playing outside and a free play time after lunch for up to 45 minutes each day.

physical games including:

Various permutations of tag

Team sports like baseball, kickball, and volleyball

Frisbee golf

Student created games

muscle control practice activity

freedom to explore with body during free play

encouragement of others

sportsmanship

Assessment: To adequately encompass all of the skills and abilities that children bring to the classroom it is imperative that a wide variety of student assessments be done and that they draw from several viewpoints. It is also necessary to have authentic assessments that display actual student abilities, rather than a test maker’s skill or any abilities that the student has not yet developed. Therefore standardized tests are not included as a tool for assessment. The 3^rd to 5^th grade class utilizes a continuing showcase portfolio as the main means of assessment. This invites student selection of the portfolios contents, reflection about progress, goal setting for the future, and teacher, student, and parent collaboration in portfolio reviews. Four times a year formal assessments are done. Twice a year, once in mid autumn and once at the beginning of spring, the teacher will meet with student and parents to collectively review the contents of the student's portfolio and to set goals for future work. Also twice a year, but in mid winter and at the end of the school year, the teacher writes an evaluation of each student's performance which includes references to the student's portfolio and other assessments which may include:

tests given to check for specific subject mastery

anecdotal records of student behavior

teacher records of homework completion

teacher, peer, or self assessments of student presentations

video and/or audio recordings of student's work

teacher assessments of individual assignments, including corrections and suggestions