Curriculum-at-a-Glance - Marin Country Day School

Social Studies/History

K

Kindergarten

The goal of the Lower School social studies curriculum is to help students understand their own identities, to appreciate human differences, and understand the basic challenges people have always faced in coping with their environment and with changing technology.

In kindergarten, each day children gain practical, hands-on experiences that contribute to their understanding of social studies concepts. Through morning meeting, sharing, cooperating, and free play, children build meaningful relationships with teachers and peers and learn about what it means to be a member of their classroom community.

The kindergartners begin their year by creating their own classroom agreements and learn about what it looks like to uphold these commitments. We then embark on two longer simulations which are tailored toward the children's interests, usually centered on nature in the fall/winter and the farm in the spring. Through these simulations and daily work in the classroom, the children are encouraged to build a peaceful and healthy community.

1

First Grade

The goal of the Lower School social studies curriculum is to help students understand their own identities, to appreciate human differences, and understand the basic challenges people have always faced in coping with their environment and with changing technology.

In Social Studies, first graders build their understanding that a healthy community is one that is diverse, equitable and inclusive. Students explore what makes a healthy community, the roles people play within a community, how the needs of the people in a community are met, and how communities change through calls to action.

The role of diversity in communities is explored with a focus on students’ identities (e.g., family structure, culture, ethnicity, skin color, gender expression, religion, and learning styles). Our equity study provides students with an opportunity to use their natural propensity towards fairness to examine some of the inequities in communities. First graders think about what it means for people to get what they need to be happy, healthy, and safe within their community.

2

Second Grade

The goal of the Lower School social studies curriculum is to help students understand their own identities, to appreciate human differences, and understand the basic challenges people have always faced in coping with their environment and with changing technology.

Throughout the year, teachers intentionally use an inclusive framework and anti-bias goals to frame the curriculum, often highlighting underrepresented voices. Second graders start by defining their own unique classroom communities as they begin the year together. Then they transition to exploring playgrounds in our local communities as well as around the world. To synthesize their learnings, each class creates playgrounds with unique themes and structures, including one that is accessible through ADA standards and welcoming to all.

In early spring they become toy designers and identify opportunities to bring joy and fun to younger childrens’ or animals’ lives. Using the Design Process they work with a partner to design and create a prototype of an original toy. Later in the spring, second graders research historic and current social justice movements and leaders. By perusing literature and biographies of Change Makers (i.e., influential people or heroes) in history, children explore ways in which some people have exerted great and positive influence on their communities. Students demonstrate their learning through projects, reports, prototypes and presentations.

3

Third Grade

The goal of the Lower School social studies curriculum is to help students understand their own identities, to appreciate human differences, and understand the basic challenges people have always faced in coping with their environment and with changing technology.

Third graders start with an in-depth study of the Ohlone Nation, learning about the first people to inhabit the land. They explore Ohlone culture as a way to showcase the importance of ancestral knowledge and its role in all families and communities. As well as exploring the commonalities between different indigenous movements in their experience to preserve land, language and customs.

Next, their study shifts into a unit on San Francisco landmarks where students learn about landmarks and their role and importance for everyone. Their studies takes them to natural spaces, historical landmarks and the varied neighborhoods of San Francisco. Reading, writing, and research are woven into the unit, while guest speakers and field trips make the study come alive for students.

Finally, students rumble into their final unit on the 1906 earthquake of San Francisco. This investigative journalism project has 3rd grade student reporters become experts in a field of 1906 earthquake study. As a team, students begin synthesizing content and deeply exploring this momentous period in history all the while working collaboratively to write a newspaper from this time period.

4

Fourth Grade

The goal of the Lower School social studies curriculum is to help students understand their own identities, to appreciate human differences, and understand the basic challenges people have always faced in coping with their environment and with changing technology.

During fourth grade, students explore California history with a focus on the diverse cultural groups that define and continue to shape its identity.

Specific units address:

the Coast Miwok culture
the establishment of the California Missions and the effect of Missions on indigenous peoples
immigration to California during and after the Gold Rush

Throughout the study, students reflect on current culture, relate their learning to essential questions “What does it mean to live well in a place over time?” and “When does change threaten and when does change contribute to our ability to live well in our place over time?” and use the lessons gleaned from history to envision a better world.

Guest speakers, local field trips and an overnight to California Gold Country enrich the year’s study.

5

Fifth Grade

The 5th grade humanities curriculum uses history and literature to develop oral and written language skills to explore citizenship within their community and world.

The curriculum encompasses critical thinking, reading and writing skill development, analyzing media resources, vocabulary development, note-taking, and discussion skills.

Students make connections between class novels and global studies, which builds a foundation for studying history.

Students explore the political and cultural roots of our country and the challenges we face to understand and achieve social justice.

Discussions focus on the values of democracy, the rights of the individual, and the right to freedom for all individuals, using contemporary events as a platform.

6

Sixth Grade

In sixth grade, Humanities is an integrated English and history/current events course that requires daily work in reading, writing and discussion. Students learn a framework for studying any culture as they examine primary universal elements of culture such as geography, government, beliefs, and social structures, with a particular focus on the Holocaust and antisemitism, the Civil Rights Movement, and voting/elections in the US.

7

Seventh Grade

The primary purpose of our Upper School history courses is to enable students to think critically, to see patterns (both past and present) and to develop a historical perspective. Students examine how people and events from the past shape cultures and ways of thought, including their own. The course material helps students learn skills such as effective communication, analytical thinking and respect for diversity of opinion and belief.

Seventh grade students explore the following topics throughout the year:

Intro to History: How to Think Like a Historian
Geographical Studies
Human Origins and Ancient Migrations
Agrarian Revolution, Hierarchy, and Patriarchy
Human Belief Systems
Economics 101
Historical Economies
Globalization
Modern Migrations and Issues of Integration
The Power of Oral Traditions
Modern Cities: Opportunities and Challenges
Girl Rising Project: Culminating project focused on equity in education.

8

Eighth Grade

The primary purpose of our Upper School history courses is to enable students to think critically, to see patterns (both past and present) and to develop a historical perspective. Students examine how people and events from the past shape cultures and ways of thought, including their own. The course material helps students learn skills such as effective communication, analytical thinking and respect for diversity of opinion and belief.

Our eighth grade history course focuses on American Studies. Specific topics include:

Intro to 8th Grade History: Examining the Problems and Promise of American History
Roots of American Government and Political Philosophy
Revolution, Nationhood, and the Constitution
Personal Liberty vs. The Common Good: Bill of Rights and Legal Precedents
Slavery, Abolition, and Modern Legacies
Industrial Revolution: The Rise of Capitalism and the Working Class
American Relationship to the Land
The 1930s: The Great Depression
Presidential Campaign Simulation Project

Language Arts/English

K

Kindergarten

Through a literacy program rich in literature and print, kindergartners develop a solid foundation for reading and writing.

Emphasis is placed on children’s growing phonemic awareness, or their awareness of the sounds of the language, through rhyming, sound matching, and sound manipulation activities. They begin (or continue) to recognize and write the alphabet, develop an understanding of the relationship between letters and the sounds they represent, and experience themselves as readers and writers.

Kindergartners learn to spell and read high-frequency words, while practicing writing using “best guess” or “invented” spelling - learning how to represent all of the sounds they hear in written form. In addition, children listen to and discuss stories read aloud to them to develop their comprehension and vocabulary.

1

First Grade

During first grade, emphasis is placed on building children’s word identification skills. Children learn or solidify their knowledge of the system of sounds and corresponding symbols, learn to recognize a large number of words by sight, and practice using those skills to read texts at their own instructional level. First graders develop their comprehension and vocabulary skills both through class read-alouds and by reading themselves.

First graders write every day about a range of topics and publish books throughout the year. They explore several genres in their writing, including personal narrative, nonfiction, poetry, and realistic fiction. Mini-lessons on craft, mechanics and text features help students develop their writing. Children apply their study of high-frequency words and phonetic patterns to their written work, although most children continue to use “best guess” or “invented” spelling in first grade.

2

Second Grade

During the second grade year, students continue to develop their word identification skills and read increasingly difficult texts with greater ease and fluency. They continue to develop their comprehension of texts they read as well as those that are read aloud to them, with an emphasis on making inferences and reading “between the lines.” Their study of Change Makers in the spring allows them to study the genre of biography in depth.

Second graders also write every day, and writing is integrated into all aspects of the curriculum. Using a workshop approach, they write autobiographical “Small Moment” stories and continue to explore various genres and styles of writing.

In the spring, second graders write a nonfiction piece about the Change Maker of their choice. Mini-lessons on craft, mechanics and text features are provided to help children develop basic skills. Children continue to learn to spell by studying high-frequency words and phonetic patterns and slowly but surely most second graders make the transition to conventional spelling by the end of the second grade year.

3

Third Grade

The third grade reading program continues to foster students’ love of reading and strengthens their comprehension and oral reading fluency.

In addition to independent reading and read-aloud time, students participate in small group instruction to learn and practice comprehension skills such as asking questions while reading, summarizing and visualizing.

Students write in all content areas; however, during Writers Workshop, third graders study a variety of writing genres and receive direct instruction in various aspects of the writing process, craft and mechanics.

Using a writer’s notebook, students learn to develop their own ideas in writing. They practice a variety of strategies for collecting story ideas, drafting, revising and editing. Students also select pieces to publish a few times throughout the year. The third grade word study program also explores a variety of spelling patterns, writing mechanics, vocabulary, and grammar.

4

Fourth Grade

The fourth grade reading program helps students continue to develop into effective, lifelong readers. Students read from a wide range of genres. To enhance reading fluency and comprehension of texts, the program provides direct instruction in the following reading strategies: use of contextual clues, visualization and writing about reading to note important ideas or discrepancies in understanding. Students share their personal reading choices through book reviews and reader’s response journals.

The writing program emphasizes a balance of process and product with a focus on creative revision as a means of developing the craft of writing. Direct instruction is given to improve specific skills such as developing paragraphs, improving leads, adding details, using dialogue, varying sentence structure and stretching small moments. Students draw from literature analysis to apply the methods of good writers.

The writing conventions of spelling, punctuation and grammar are also emphasized in instruction. Spelling activities are used to increase students’ knowledge of letter sound patterns, high-frequency words, homophones and basic spelling rules.

Fourth graders develop their writing voice through experimentation with varied genres and in both assigned topics and free writing. In addition to a unit involving realistic fiction writing in the fall, students learn the concepts and skills of writing five-paragraph essays, including thesis statements, supporting details, paragraph formation, and summative concluding statements.

5

Fifth Grade

The 5th grade humanities curriculum uses history and literature to develop oral and written language skills to explore citizenship within their community and world.

The curriculum encompasses critical thinking, reading and writing skill development, analyzing media resources, vocabulary development, note-taking, and discussion skills.

Students make connections between class novels and global studies, which builds a foundation for studying history.

In writing we have focused on the process of planning, revising, editing and sharing written work with peers.

Writing assignments have included generating ideas, developing and structuring a piece of writing with a focus on mechanics and grammar.

To support reading comprehension, students respond to literature and content area reading in class discussions and in writing assignments.

In the context of their research projects, students develop skills for writing structured paragraphs, incorporating evidence into their text, using quotations effectively, and citing sources.

6

Sixth Grade

In sixth grade, Humanities is an integrated English and history/current events course that requires daily work in reading, writing and discussion.

Students write in a variety of styles and applications including personal narratives, persuasive essays, creative writing, poetry, scripts and literary analysis. Students read a variety of texts, including novels, first-hand accounts of history, poems, short stories, myths and essays, and participate in an independent reading program.

Through the year, students develop critical thinking and study skills as well. Students develop core language arts skills utilizing a specialized vocabulary program (Membean.com) in conjunction with text-based vocabulary and an integrated grammar program focusing on student writing and practice (Rules of the Game Vol. 1 and IXL.com).

7

Seventh Grade

The English curriculum aims to strengthen the skills necessary for reading with accuracy and pleasure, thinking precisely and logically, writing effectively, listening thoughtfully, and speaking clearly and with conviction.

In seventh grade, students are introduced to a wide range of literature and guided through various types of writing. Students engage in both creative and analytical writing while learning the steps of the writing process.

Creatively, students learn to write original short fiction, poetry, personal narrative, and descriptive writing, in addition to creating a graphic narrative in collaboration with the Art Department.

Analytically, seventh graders begin by mastering the structure of the paragraph, including topic sentences, direct quotations, analysis, and concluding sentences. They learn how to use examples from our literature and other sources to support their ideas effectively.

Students learn how to read actively and thoughtfully discuss class novels, which have in past years included Daven McQueen’s The Invincible Summer of Juniper Jones, Jennifer Latham’s Dreamland Burning, Vera Brosgol’s graphic novel Anya’s Ghost, The Little Worlds short story collection, William Shakespeare’s Macbeth, David Levithan’s Every Day, Hungry Hearts, a short story collection edited by Elsie Chapman, and Qui Nguyen’s play She Kills Monsters.

Students study vocabulary from their class novels as well as grammar, and take periodic quizzes on new material as a vehicle for applying new grammar concepts and words into their writing.

8

Eighth Grade

The English curriculum aims to strengthen the skills necessary for reading with accuracy and pleasure, thinking precisely and logically, writing effectively, listening thoughtfully, and speaking clearly and with conviction.

In eighth grade, students hone their reading and writing skills, becoming ever more skilled readers and writers. Eighth graders learn how to construct an effective multi-paragraph essay using strong thesis statements, context, evidence and analysis.

Students also learn how to write unified and cohesive essays with introductory and concluding paragraphs and effective transitions.

Students practice analytical writing during essays through exploring themes from our class literature, specifically that of how identity is shaped and formed.

Students also write personal narratives and explore writing genres of interest to them.

Past novels have included Marjane Satrapi's Persepolis, Robin Ha’s graphic novel Almost American Girl, Jason Reynolds’ and Brendan Kiely’s All American Boys, and William Shakespeare’s Romeo and Juliet, as well as various pieces of poetry and short fiction.

In addition to writing frequently, students discuss class novels, teach chapters of novels, engage in creative collaborative and individualized projects related to literature and writing, and develop as readers and thinkers.

Students study vocabulary from their class novels as well as grammar and take periodic quizzes on new material, applying new knowledge of grammar and words to their writing.

Technology

K

Kindergarten

There is a balanced approach to technology, as technology is used as one of many learning modalities in the Lower School. Thoughtful tech integration involves continuous assessment of whether the tools enhance student learning. We integrate technology with specific learning goals in mind, as opposed to putting it to use simply because it’s available. 1:1 iPads are provided in kindergarten, first, and second grade.

In addition to teaching students how to use tech tools that support classroom learning, they also learn:

coding
computer science
digital citizenship
media literacy
effective search
robotics
and physical computing

Students practice keyboarding independently via online accounts set up by the school. Our goal is to prepare students to engage capably and meaningfully in a rapidly-changing, tech-centered world. Students are equipped with tech skills and mindfulness practices to help ensure the development of healthy personal relationships with technology.

1

First Grade

There is a balanced approach to technology, as technology is used as one of many learning modalities in the Lower School. Thoughtful tech integration involves continuous assessment of whether the tools enhance student learning.

We integrate technology with specific learning goals in mind, as opposed to putting it to use simply because it’s available. 1:1 iPads are provided in kindergarten, first, and second grade.

In addition to teaching students how to use tech tools that support classroom learning, they also learn:

coding
computer science
digital citizenship
media literacy
effective search
robotics
and physical computing

Students practice keyboarding independently via online accounts set up by the school. Our goal is to prepare students to engage capably and meaningfully in a rapidly-changing, tech-centered world. Students are equipped with tech skills and mindfulness practices to help ensure the development of healthy personal relationships with technology.

2

Second Grade

There is a balanced approach to technology, as technology is used as one of many learning modalities in the Lower School. Thoughtful tech integration involves continuous assessment of whether the tools enhance student learning.

We integrate technology with specific learning goals in mind, as opposed to putting it to use simply because it’s available. 1:1 iPads are provided in kindergarten, first, and second grade.

In addition to teaching students how to use tech tools that support classroom learning, they also learn:

coding
computer science
digital citizenship
media literacy
effective search
robotics
and physical computing

Students practice keyboarding independently via online accounts set up by the school. Our goal is to prepare students to engage capably and meaningfully in a rapidly-changing, tech-centered world. Students are equipped with tech skills and mindfulness practices to help ensure the development of healthy personal relationships with technology.

3

Third Grade

There is a balanced approach to technology, as technology is used as one of many learning modalities in the Lower School. Thoughtful tech integration involves continuous assessment of whether the tools enhance student learning. We integrate technology with specific learning goals in mind, as opposed to putting it to use simply because it’s available.

1:1 Chromebooks with cart-based access to iPads are provided in third and fourth grades.

In addition to teaching students how to use tech tools that support classroom learning, they also learn:

coding
computer science
digital citizenship
media literacy
effective search
robotics
and physical computing

Students practice keyboarding independently via online accounts set up by the school. Our goal is to prepare students to engage capably and meaningfully in a rapidly-changing, tech-centered world. Students are equipped with tech skills and mindfulness practices to help ensure the development of healthy personal relationships with technology.

4

Fourth Grade

There is a balanced approach to technology, as technology is used as one of many learning modalities in the Lower School. Thoughtful tech integration involves continuous assessment of whether the tools enhance student learning. We integrate technology with specific learning goals in mind, as opposed to putting it to use simply because it’s available.

1:1 Chromebooks with cart-based access to iPads are provided in third and fourth grades.

In addition to teaching students how to use tech tools that support classroom learning, they also learn:

coding
computer science
digital citizenship
media literacy
effective search
robotics
and physical computing

Students practice keyboarding independently via online accounts set up by the school. Our goal is to prepare students to engage capably and meaningfully in a rapidly-changing, tech-centered world. Students are equipped with tech skills and mindfulness practices to help ensure the development of healthy personal relationships with technology.

5

Fifth Grade

We take a balanced approach to technology integration in the Upper School. We see value in integrating technology as well as coaching students to develop healthy personal habits around tech use, which sometimes means unplugging.

We teach coding/computer science developmentally, and students also regularly explore principles of digital citizenship and media literacy. On a project-by-project basis, students are also taught "tech skills" like:

effective search
critical thinking
online communications and workflow
uploading
downloading
troubleshooting
data manipulation
design
creative problem solving

Students use tech tools to share their learning, practice math skills, conduct research, create digital artwork, make movies, organize ideas, develop reading and logic skills, engage in the writing process, compose music, practice coding, collaborate with teachers and classmates, offer feedback, and more.

Each Upper Schooler is issued a Chromebook for everyday classroom use, and students also have access to iPads, Macbooks, digital cameras, and physical computing materials. Fifth graders leave their Chromebooks at school, while our 6th-8th graders take home Chromebooks for homework use.

We partner with parents to help guide families through the complex digital world, and we provide students with data about their internet browsing activity in the interest of self-reflection and personal growth. Our end-goal is to equip students both with “hard” computer science skills and a “soft” awareness of how technology impacts our social and emotional lives.

6

Sixth Grade

We take a balanced approach to technology integration in the Upper School. We see value in integrating technology as well as coaching students to develop healthy personal habits around tech use, which sometimes means unplugging.

We teach coding/computer science developmentally, and students also regularly explore principles of digital citizenship and media literacy. On a project-by-project basis, students are also taught "tech skills" like:

effective search
critical thinking
online communications and workflow
uploading
downloading
troubleshooting
data manipulation
design
creative problem solving

Students use tech tools to share their learning, practice math skills, conduct research, create digital artwork, make movies, organize ideas, develop reading and logic skills, engage in the writing process, compose music, practice coding, collaborate with teachers and classmates, offer feedback, and more.

Each Upper Schooler is issued a Chromebook for everyday classroom use, and students also have access to iPads, Macbooks, digital cameras, and physical computing materials. Our 6th-8th graders take home Chromebooks for homework use.

We partner with parents to help guide families through the complex digital world, and we provide students with data about their internet browsing activity in the interest of self-reflection and personal growth.

Our end-goal is to equip students both with “hard” computer science skills and a “soft” awareness of how technology impacts our social and emotional lives.

7

Seventh Grade

We take a balanced approach to technology integration in the Upper School. We see value in integrating technology as well as coaching students to develop healthy personal habits around tech use, which sometimes means unplugging.

We teach coding/computer science developmentally, and students also regularly explore principles of digital citizenship and media literacy. On a project-by-project basis, students are also taught "tech skills" like:

effective search
critical thinking
online communications and workflow
uploading
downloading
troubleshooting
data manipulation
design
creative problem solving

Students use tech tools to share their learning, practice math skills, conduct research, create digital artwork, make movies, organize ideas, develop reading and logic skills, engage in the writing process, compose music, practice coding, collaborate with teachers and classmates, offer feedback, and more.

Each Upper Schooler is issued a Chromebook for everyday classroom use, and students also have access to iPads, Macbooks, digital cameras, and physical computing materials. Our 6th-8th graders take home Chromebooks for homework use.

We partner with parents to help guide families through the complex digital world, and we provide students with data about their internet browsing activity in the interest of self-reflection and personal growth. Our end-goal is to equip students both with “hard” computer science skills and a “soft” awareness of how technology impacts our social and emotional lives.

8

Eighth Grade

We take a balanced approach to technology integration in the Upper School. We see value in integrating technology as well as coaching students to develop healthy personal habits around tech use, which sometimes means unplugging.

We teach coding/computer science developmentally, and students also regularly explore principles of digital citizenship and media literacy. On a project-by-project basis, students are also taught "tech skills" like:

effective search
critical thinking
online communications and workflow
uploading
downloading
troubleshooting
data manipulation
design
creative problem solving

Students use tech tools to share their learning, practice math skills, conduct research, create digital artwork, make movies, organize ideas, develop reading and logic skills, engage in the writing process, compose music, practice coding, collaborate with teachers and classmates, offer feedback, and more.

Each Upper Schooler is issued a Chromebook for everyday classroom use, and students also have access to iPads, Macbooks, digital cameras, and physical computing materials. Our 6th-8th graders take home Chromebooks for homework use.

We partner with parents to help guide families through the complex digital world, and we provide students with data about their internet browsing activity in the interest of self-reflection and personal growth. Our end-goal is to equip students both with “hard” computer science skills and a “soft” awareness of how technology impacts our social and emotional lives.

Spanish

K

1

2

3

Third Grade

World languages are offered to students beginning in third grade. All students take half a year of Spanish and half a year of Mandarin. World languages are taught through a variety of approaches that stress listening comprehension and verbal performance.

Spanish in Third Grade

The objective of third grade Spanish is to awaken excitement and curiosity about the language. Students are introduced and invited to practice useful and meaningful vocabulary, pronunciation, and sentence structure. Emphasis is placed on listening, speaking, and interacting activities.

A language-rich environment allows students to practice speaking, reading, and writing common words and sentences. Songs, games, predictable routines, and cultural content are used to practice the alphabet, verbs, and vocabulary about numbers, colors, feelings, the calendar, clothing, and the city.

Students will develop an awareness of the benefits of learning languages and best practices to become successful at it.

4

Fourth Grade

World languages are offered to students beginning in third grade. All students take half a year of Spanish and half a year of Mandarin. World languages are taught through a variety of approaches that stress listening comprehension and verbal performance.

Spanish in Fourth Grade

The fourth grade curriculum builds on the skills and vocabulary introduced in third grade. Speaking, listening, reading, writing and interactive skills increase through dialogues, individual, group, and research projects.

Vocabulary study focuses on classroom objects, the weather, family, likes and dislikes, question words, and the Amazon Jungle.

The use of irregular verbs in context is expanded and several infinitives of regular verbs are introduced. Students “visit” and map several Spanish-speaking countries.

5

Fifth Grade

In our world language program, we place equal emphasis on the four basic skills necessary for an active and flexible command of the language: listening, speaking, reading and writing. Self-expression and association are encouraged over rote memorization.

The objective of fifth grade Spanish is to strengthen syntax and develop the use of basic verbs within the context of:

self
seasons
weather
telling time
class schedules
sports
common places
and daily activities

Songs, dialogues, skits and games continue to enhance the learning process. Culture is experienced in the exploration of holidays and research projects centering on Spanish speaking countries. Homework, oral and written quizzes, and tests are an integral part of the course.

In fifth grade, students meet three times a week.

6

Sixth Grade

In our world language program, we place equal emphasis on the four basic skills necessary for an active and flexible command of the language: listening, speaking, reading and writing. Self-expression and association are encouraged over rote memorization.

The sixth grade Spanish course concentrates on developing greater fluency in speaking, reading and writing.

The content includes present tense of regular -AR, -ER and -IR, the simple future tense (IR + A + INFINITIVO), and other structures that take infinitives.

Irregular verbs such as SER, ESTAR, "-go group" verbs and several stem-changing verbs are taught. The verbs DOLER and QUEDAR, with their unique structures, similar to the verb GUSTAR, are also taught.

Students acquire the vocabulary necessary to describe themselves and others; daily activities, pastimes and things in and around the house, such as rooms, household items and food.

Students explore the culture of the Spanish-speaking world through discussions of current events and holidays, weekly trivia and songs. From sixth grade on, classes meet on the same schedule as all other academic subjects, for a total of 175 minutes of instructional time per week.

Sixth Grade Beginning Spanish
Sixth grade students in Beginning Spanish learn culture, vocabulary and grammar through communicative classroom activities.

These are designed to draw on students’ personal experience, attitudes and opinions in order to foster authentic communication in Spanish.

Skits, art activities, games and projects enhance and facilitate the learning process.

Basic vocabulary is covered (such as greetings, numbers, question words, subject pronouns, places and family members), as well as the present and simple future tenses of regular and irregular verbs.

Students explore the culture of the Spanish-speaking world through exploration of holidays, weekly trivia, and songs.

From sixth grade on, classes meet on the same schedule as all other academic subjects, for a total of 175 minutes of instructional time per week.

7

Seventh Grade

In seventh grade, students will polish previously learned skills in communication, reading and writing. Emphasis is on creating everyday situations in class and challenging students to produce the language with increasing fluency.

Students have extensive practice with:

subject/object pronouns
present verb tenses (regular/irregular and reflexive)
present progressive
imperatives and idiomatic expressions used to communicate opinions, preferences and obligations
Reference to the past tense is made throughout the course and is formally taught at the end of the year.

The overarching theme in seventh grade is travel; places to go, getting around in an airport and the like. Students explore the culture of the Spanish-speaking world through discussions of current events and holidays, weekly trivia, traditional and contemporary songs. Students will also do a travel project related to a Spanish-speaking country, written and presented in Spanish.

Seventh Grade Continuing Spanish

Following a thorough review of material covered in first-year Spanish, students build on basic skills of communication, vocabulary, reading and writing. Students master the present and simple future tenses and are able to describe themselves and others, daily routines/activities, pastimes and things commonly found around them, such as food and other items around school or the house.

8

Eighth Grade

The emphasis at this level is on communication and self-expression. We cover in detail useful phrases, idiomatic expressions and verb forms in the present and past tenses. We also review and expand upon the imperative. A variety of exercises and activities help students become more proficient in listening, speaking, reading and writing in Spanish. Cultural projects allow students to explore aspects of the Spanish-speaking world outside the parameters of language mechanics and limits of the classroom. Students completing Spanish in eighth grade typically enter Spanish II in high school.

Eighth Grade Continuing Spanish
As the culminating year for students who started Spanish in sixth grade, the goal of this class is to help students develop a level of proficiency and confidence that will allow them to enter Spanish II in high school. Students review vocabulary and grammar previously learned and build on this with new material, including direct and indirect object pronouns and idiomatic expressions used to communicate opinions, desires and obligations.

The imperative is also taught. Students explore the culture of the Spanish-speaking world through discussions of current events and holidays, weekly trivia, traditional and contemporary songs, and cultural research projects designed by each student.

Mandarin

K

1

2

3

Third Grade

The objective of third-grade Mandarin is to give students the opportunity to explore Mandarin language and Chinese culture. Students become excited about acquiring a new language and becoming culturally competent through the understanding and appreciation of another culture.

The course content focuses on listening comprehension and simple character recognition. We intend to achieve proficiency through speaking, reading, and storytelling.

Interactive activities, songs and stories to allow students to practice their listening and speaking skills. In addition to learning the language, the various holiday celebrations throughout the year give students a taste of the rich language and culture.

4

Fourth Grade

The fourth grade curriculum builds on that of third grade. The class will continue on developing a solid foundation for communication in Mandarin. Listening and speaking will be addressed as well as character recognition.

Students will learn the Mandarin phonetic system of pinyin, basic knowledge about strokes and stroke orders, and common radicals for writing Chinese characters. Students will learn basic vocabulary, including numbers, colors, zodiac animals and basic dialogues through traditional Chinese folk tales and story books.

They will also learn to read the basic characters that are seen in the stories. Culturally, they will participate in calligrapahy, Jian Zi (Chinese hacky sack) and learn the background story, significance and celebration of Spring Festival and Mid-Autumn Festival.

5

Fifth Grade

In our world language program, we place equal emphasis on the four basic skills necessary for an active and flexible command of the language: listening, speaking, reading and writing. Self-expression and association are encouraged over rote memorization.

Students in the fifth grade build on their Mandarin Chinese foundation. Through song, video, web resources and classroom conversation, students learn to ask questions of friends, introduce themselves, and describe their lives—from describing their family and school to their likes and dislikes.

Students will review pronunciation and basic Chinese radicals, while learning new vocabulary, dialogue, sentence patterns and the writing of Chinese characters.

Chinese holidays, lifestyles, and customs are also introduced with supplementary materials and multimedia. Students use various iPad apps for their projects.

In fifth grade, students meet three times a week.

6

Sixth Grade

Beginning students will start by learning the four tones. Intonation plays a crucial part in learning the language and a strong emphasis is placed on this for the first three months of the class.

The four basic sentence structures are introduced: declarative, interrogative, imperative and exclamatory.

Students also learn numbers, colors, greetings, dates and the days of the week. Lessons often integrate songs and games as a way of teaching basic vocabulary.

Students also gain exposure to the culture and get to know the customs through lessons on Chinese holidays, food and traditions.

For example, through the dumpling-making project, students will learn food-related vocabulary, table manners and simple restaurant dialogues.

Chinese calligraphy presentations also introduce each character to the students as a pictograph, which is the origin of these intricate characters.

7

Seventh Grade

Seventh graders utilize online programs to further develop their skills. Students learn to construct the pronunciation for each Chinese character using tones and Hanyu Pinyin (phonetics) and learn about homonyms and how to tell the difference between each word.

Students practice describing different objects (time, subject and place) using correct sentence structure.

Traditional Chinese objects such as Chinese Chess and the Pipa, a Chinese instrument, are introduced to students to allow them to better understand Chinese culture. Students listen to Chinese folk tales to learn more about Chinese history.

8

Eighth Grade

The eighth grade Mandarin class is conducted mostly in Mandarin and designed to further improve the students’ oral proficiency and expand on vocabulary and grammatical expressions.

Students acquire more advanced linguistic skills while systematically reviewing previously studied materials.

Upon course completion students are expected to be able to understand and sustain more complex conversations in Mandarin and write short compositions with correct grammatical application by using Pinyin (phonetics).

Supplementary materials on Chinese culture, holidays, lifestyle, and customs are also introduced.

PE

K

Through our physical education program, students become competent in the management of the body and the mind, acquire and maintain a suitable level of physical fitness, and develop a positive self-concept.

The program contributes to developing desirable social standards and ethical concepts. In the early grades, most activities are individual in nature, centering on movement experiences and rhythmic motions. Emphasis is placed on simple stunts and low-organized games. While an accent on cooperation with others is necessary, little emphasis is placed on large group or team play.

Children perform various activities such as ball handling drills, stunts, tumbling and apparatus work. The focus is placed on the gradual development of gross and fine motor skills, body image and balance. Physical fitness is achieved through a program consisting of maximum participation for each student during class time, with each child progressing at his/her own rate and gradually increasing his/her energy output within the limits of his/her physical condition.

1

Through our physical education program, students become competent in the management of the body and the mind, acquire and maintain a suitable level of physical fitness, and develop a positive self-concept.

The program contributes to developing desirable social standards and ethical concepts. In the early grades, most activities are individual in nature, centering on movement experiences and rhythmic motions. Emphasis is placed on simple stunts and low-organized games. While an accent on cooperation with others is necessary, little emphasis is placed on large group or team play.

Children perform various activities such as ball handling drills, stunts, tumbling and apparatus work. The focus is placed on the gradual development of gross and fine motor skills, body image and balance. Physical fitness is achieved through a program consisting of maximum participation for each student during class time, with each child progressing at his/her own rate and gradually increasing his/her energy output within the limits of his/her physical condition. Pedometers are introduced in first grade to provide quantitative feedback to students.

2

Through our physical education program, students become competent in the management of the body and the mind, acquire and maintain a suitable level of physical fitness, and develop a positive self-concept.

The program contributes to developing desirable social standards and ethical concepts. In the early grades, most activities are individual in nature, centering on movement experiences and rhythmic motions. Emphasis is placed on simple stunts and low-organized games. While an accent on cooperation with others is necessary, little emphasis is placed on large group or team play.

Children perform various activities such as ball handling drills, stunts, tumbling and apparatus work. The focus is placed on the gradual development of gross and fine motor skills, body image and balance. Physical fitness is achieved through a program consisting of maximum participation for each student during class time, with each child progressing at his/her own rate and gradually increasing his/her energy output within the limits of his/her physical condition. Pedometers are introduced in first grade to provide quantitative feedback to students.

3

Through our physical education program, students become competent in the management of the body and the mind, acquire and maintain a suitable level of physical fitness, and develop a positive self-concept.

The program contributes to developing desirable social standards and ethical concepts. In the early grades, most activities are individual in nature, centering on movement experiences and rhythmic motions. Emphasis is placed on simple stunts and low-organized games. While an accent on cooperation with others is necessary, little emphasis is placed on large group or team play.

Children perform various activities such as ball handling drills, stunts, tumbling and apparatus work. The focus is placed on the gradual development of gross and fine motor skills, body image and balance. Physical fitness is achieved through a program consisting of maximum participation for each student during class time, with each child progressing at his/her own rate and gradually increasing his/her energy output within the limits of his/her physical condition. Pedometers are introduced in first grade to provide quantitative feedback to students.

In third and fourth grades, students begin to focus on group games. Each class period typically starts with an appropriate warm up and skill instruction. The class then proceeds to learn and practice an organized activity. Intramural sports are offered within each grade and focus on a given sport for a period of time. The groups rotate through two sports and a traditional MCDS “Blue-Green” contest is scheduled in one of the sports studied.

4

Through our physical education program, students become competent in the management of the body and the mind, acquire and maintain a suitable level of physical fitness, and develop a positive self-concept.

The program contributes to developing desirable social standards and ethical concepts. In the early grades, most activities are individual in nature, centering on movement experiences and rhythmic motions. Emphasis is placed on simple stunts and low-organized games. While an accent on cooperation with others is necessary, little emphasis is placed on large group or team play.

Children perform various activities such as ball handling drills, stunts, tumbling and apparatus work. The focus is placed on the gradual development of gross and fine motor skills, body image and balance. Physical fitness is achieved through a program consisting of maximum participation for each student during class time, with each child progressing at his/her own rate and gradually increasing his/her energy output within the limits of his/her physical condition. Pedometers are introduced in first grade to provide quantitative feedback to students.

In third and fourth grades, students begin to focus on group games. Each class period typically starts with an appropriate warm up and skill instruction. The class then proceeds to learn and practice an organized activity. Intramural sports are offered within each grade and focus on a given sport for a period of time. The groups rotate through two sports and a traditional MCDS “Blue-Green” contest is scheduled in one of the sports studied.

5

Fifth Grade

MCDS offers a comprehensive physical education program. Students of all aptitudes, abilities and ambitions have ample opportunity to learn, evolve, achieve and succeed in a nurturing and supportive environment.

For students in grades 5-8, physical education classes meet 3-4 times per week for 35 minutes. Instruction is logical, sequential and cumulative.

Basic locomotor skills provide a foundation for increasingly complex movement patterns, games and sports.

Sport-specific fundamental skills are learned and practiced in isolation before being incorporated into game activity. Team concepts and strategies are explored and ingrained.

We emphasize the notion that “there is more to games than the games themselves.” Relevant values such as selflessness, cooperation and perspective are reinforced.

Typical physical education units include:

movement
group games
cross-country
soccer
volleyball
football
floor hockey
conditioning
ball handling
gymnastics stunts and apparatus
basketball
team handball
kickball/wiffle ball
ultimate frisbee
badminton
softball
track and field

6

Sixth Grade

MCDS offers a comprehensive physical education program. Students of all aptitudes, abilities and ambitions have ample opportunity to learn, evolve, achieve and succeed in a nurturing and supportive environment.

For students in grades 5-8, physical education classes meet 3-4 times per week for 35 minutes. Instruction is logical, sequential and cumulative.

Basic locomotor skills provide a foundation for increasingly complex movement patterns, games and sports.

Sport-specific fundamental skills are learned and practiced in isolation before being incorporated into game activity. Team concepts and strategies are explored and ingrained.

We emphasize the notion that “there is more to games than the games themselves.” Relevant values such as selflessness, cooperation and perspective are reinforced.

Typical physical education units include:

movement
group games
cross-country
soccer
volleyball
football
floor hockey
conditioning
ball handling
gymnastics stunts and apparatus
basketball
team handball
kickball/wiffle ball
ultimate frisbee
badminton
softball
track and field

7

Seventh Grade

MCDS offers a comprehensive physical education program. Students of all aptitudes, abilities and ambitions have ample opportunity to learn, evolve, achieve and succeed in a nurturing and supportive environment.

For students in grades 5-8, physical education classes meet 3-4 times per week for 35 minutes. Instruction is logical, sequential and cumulative.

Basic locomotor skills provide a foundation for increasingly complex movement patterns, games and sports.

Sport-specific fundamental skills are learned and practiced in isolation before being incorporated into game activity. Team concepts and strategies are explored and ingrained.

We emphasize the notion that “there is more to games than the games themselves.” Relevant values such as selflessness, cooperation and perspective are reinforced.

Typical physical education units include:

movement
group games
cross-country
soccer
volleyball
football
floor hockey
conditioning
ball handling
gymnastics stunts and apparatus
basketball
team handball
kickball/wiffle ball
ultimate frisbee
badminton
softball
track and field

8

Eighth Grade

MCDS offers a comprehensive physical education program. Students of all aptitudes, abilities and ambitions have ample opportunity to learn, evolve, achieve and succeed in a nurturing and supportive environment.

For students in grades 5-8, physical education classes meet 3-4 times per week for 35 minutes. Instruction is logical, sequential and cumulative.

Basic locomotor skills provide a foundation for increasingly complex movement patterns, games and sports.

Sport-specific fundamental skills are learned and practiced in isolation before being incorporated into game activity. Team concepts and strategies are explored and ingrained.

We emphasize the notion that “there is more to games than the games themselves.” Relevant values such as selflessness, cooperation and perspective are reinforced.

Typical physical education units include:

movement
group games
cross-country
soccer
volleyball
football
floor hockey
conditioning
ball handling
gymnastics stunts and apparatus
basketball
team handball
kickball/wiffle ball
ultimate frisbee
badminton
softball
track and field

Performing Arts

K

The Lower School music program is inspired by the educational ideas of Carl Orff, an Austrian composer who believed that children should be guided to work creatively with the elements of music and movement.

In this approach, songs, chants, rhymes, stories, games and dances from many cultures and times become doorways through which children enter the conceptual world of form, pitch, phrase, tempo, rhythm, dynamics, melody, harmony, tone color, orchestration and movement quality.

Children learn to make music in ensemble with their voices (through speech, chant, and song) and their bodies (through clapping, patting, stamping, snapping, etc.). In addition, they use unpitched percussion instruments (wooden blocks, bells, rattles, drums, etc.) and melodic percussion instruments (xylophones, metallophones, glockenspiels).

The Kodaly methods of solfege syllables and the corresponding hand signals are used to train the student's inner ear and intonation. Students are made aware of correct singing posture and controlled breathing and various ways of correct singing production. They learn an assortment of international songs from a diversity of countries and cultures. They learn staff notation through a variety of written activities and movement-oriented games.

1

The Lower School music program is inspired by the educational ideas of Carl Orff, an Austrian composer who believed that children should be guided to work creatively with the elements of music and movement.

In this approach, songs, chants, rhymes, stories, games and dances from many cultures and times become doorways through which children enter the conceptual world of form, pitch, phrase, tempo, rhythm, dynamics, melody, harmony, tone color, orchestration and movement quality.

Children learn to make music in ensemble with their voices (through speech, chant, and song) and their bodies (through clapping, patting, stamping, snapping, etc.). In addition, they use unpitched percussion instruments (wooden blocks, bells, rattles, drums, etc.) and melodic percussion instruments (xylophones, metallophones, glockenspiels).

The Kodaly methods of solfege syllables and the corresponding hand signals are used to train the student's inner ear and intonation. Students are made aware of correct singing posture and controlled breathing and various ways of correct singing production. They learn an assortment of international songs from a diversity of countries and cultures. They learn staff notation through a variety of written activities and movement-oriented games.

2

The Lower School music program is inspired by the educational ideas of Carl Orff, an Austrian composer who believed that children should be guided to work creatively with the elements of music and movement.

In this approach, songs, chants, rhymes, stories, games and dances from many cultures and times become doorways through which children enter the conceptual world of form, pitch, phrase, tempo, rhythm, dynamics, melody, harmony, tone color, orchestration and movement quality.

Children learn to make music in ensemble with their voices (through speech, chant, and song) and their bodies (through clapping, patting, stamping, snapping, etc.). In addition, they use unpitched percussion instruments (wooden blocks, bells, rattles, drums, etc.) and melodic percussion instruments (xylophones, metallophones, glockenspiels).

The Kodaly methods of solfege syllables and the corresponding hand signals are used to train the student's inner ear and intonation. Students are made aware of correct singing posture and controlled breathing and various ways of correct singing production. They learn an assortment of international songs from a diversity of countries and cultures. They learn staff notation through a variety of written activities and movement-oriented games.

3

The Lower School music program is inspired by the educational ideas of Carl Orff, an Austrian composer who believed that children should be guided to work creatively with the elements of music and movement.

In this approach, songs, chants, rhymes, stories, games and dances from many cultures and times become doorways through which children enter the conceptual world of form, pitch, phrase, tempo, rhythm, dynamics, melody, harmony, tone color, orchestration and movement quality.

Children learn to make music in ensemble with their voices (through speech, chant, and song) and their bodies (through clapping, patting, stamping, snapping, etc.). In addition, they use unpitched percussion instruments (wooden blocks, bells, rattles, drums, etc.) and melodic percussion instruments (xylophones, metallophones, glockenspiels).

The Kodaly methods of solfege syllables and the corresponding hand signals are used to train the student's inner ear and intonation. Students are made aware of correct singing posture and controlled breathing and various ways of correct singing production. They learn an assortment of international songs from a diversity of countries and cultures. They learn staff notation through a variety of written activities and movement-oriented games.

4

The Lower School music program is inspired by the educational ideas of Carl Orff, an Austrian composer who believed that children should be guided to work creatively with the elements of music and movement.

In this approach, songs, chants, rhymes, stories, games and dances from many cultures and times become doorways through which children enter the conceptual world of form, pitch, phrase, tempo, rhythm, dynamics, melody, harmony, tone color, orchestration and movement quality.

Children learn to make music in ensemble with their voices (through speech, chant, and song) and their bodies (through clapping, patting, stamping, snapping, etc.). In addition, they use unpitched percussion instruments (wooden blocks, bells, rattles, drums, etc.) and melodic percussion instruments (xylophones, metallophones, glockenspiels).

The Kodaly methods of solfege syllables and the corresponding hand signals are used to train the student's inner ear and intonation. Students are made aware of correct singing posture and controlled breathing and various ways of correct singing production. They learn an assortment of international songs from a diversity of countries and cultures. They learn staff notation through a variety of written activities and movement-oriented games.

5

Fifth Grade

The MCDS performing arts program gives Upper School students the opportunity to grow comfortable with performance, presentation and ensemble.

Music

Students in grade 5 have music twice weekly. Our music program emphasizes the development of rhythmic, melodic, vocal, instrumental, notation, song-writing and listening skills and provides students with multiple opportunities for ensemble work.

Through playing in Orff ensembles with xylophones, metallophones and glockenspiels through fifth grade and in ukulele ensembles beginning in 6th grade, students develop their rhythmic, melodic and listening skills.

Students are introduced to guitar, bass, keyboards and drums, with each student having a chance to explore these instruments within an individual and band dynamic. Students study notation, theory, melody and harmony, and write melody and lyrics. Throughout the year, students learn songs from a diversity of countries and cultures.

Drama

Through drama classes, students build self-confidence, imagination, self-presentation, and the ability to work in ensemble with others.

Students learn basic theater-related vocabulary and explore different genres of theater and some theater history.

In addition, they learn specific acting skills, such as improvisation, diction, projection, stage presence, character study, and stage directions.

We also explore elements of stagecraft, including set, lighting, makeup, costume, and sound effects. Beyond class, students will have the opportunity to participate in various plays and elective offerings throughout the year.

6

Sixth Grade

The MCDS performing arts program gives Upper School students the opportunity to grow comfortable with performance, presentation and ensemble. Students in grade 6 have 35 minutes of both music and drama per week

Music

Our music program emphasizes the development of rhythmic, melodic, vocal, instrumental, notation, song-writing and listening skills and provides students with multiple opportunities for ensemble work.

Through playing in Orff ensembles with xylophones, metallophones and glockenspiels through fifth grade and in ukulele ensembles beginning in 6th grade, students develop their rhythmic, melodic and listening skills.

Students are introduced to guitar, bass, keyboards and drums, with each student having a chance to explore these instruments within an individual and band dynamic.

Students study notation, theory, melody and harmony, and write melody and lyrics. Throughout the year, students learn songs from a diversity of countries and cultures.

Drama

Through drama classes, students build self-confidence, imagination, self-presentation, and the ability to work in ensemble with others.

Students learn basic theater-related vocabulary and explore different genres of theater and some theater history.

In addition, they learn specific acting skills, such as improvisation, diction, projection, stage presence, character study, and stage directions.

We also explore elements of stagecraft, including set, lighting, makeup, costume, and sound effects. Beyond class, students will have the opportunity to participate in various plays and elective offerings throughout the year.

7

Seventh Grade

The MCDS performing arts program gives Upper School students the opportunity to grow comfortable with performance, presentation and ensemble.

Students in grade 7 have 35 minutes of both music and drama per week

Music

Our music program emphasizes the development of rhythmic, melodic, vocal, instrumental, notation, song-writing and listening skills and provides students with multiple opportunities for ensemble work.

Through playing in Orff ensembles with xylophones, metallophones and glockenspiels through fifth grade and in ukulele ensembles beginning in 6th grade, students develop their rhythmic, melodic and listening skills.

Students are introduced to guitar, bass, keyboards and drums, with each student having a chance to explore these instruments within an individual and band dynamic.

Students study notation, theory, melody and harmony, and write melody and lyrics. Throughout the year, students learn songs from a diversity of countries and cultures.

Drama

Through drama classes, students build self-confidence, imagination, self-presentation, and the ability to work in ensemble with others.

Students learn basic theater-related vocabulary and explore different genres of theater and some theater history.

In addition, they learn specific acting skills, such as improvisation, diction, projection, stage presence, character study, and stage directions.

We also explore elements of stagecraft, including set, lighting, makeup, costume, and sound effects. Beyond class, students will have the opportunity to participate in various plays and elective offerings throughout the year.

8

Eighth Grade

The MCDS performing arts program gives Upper School students the opportunity to grow comfortable with performance, presentation and ensemble.

In eighth grade, students explore specific topics in depth during a twice-weekly Arts Block, with specific courses changing quarterly.

Music

Our music program emphasizes the development of rhythmic, melodic, vocal, instrumental, notation, song-writing and listening skills and provides students with multiple opportunities for ensemble work.

Through playing in Orff ensembles with xylophones, metallophones and glockenspiels through fifth grade and in ukulele ensembles beginning in 6th grade, students develop their rhythmic, melodic and listening skills.

Students are introduced to guitar, bass, keyboards and drums, with each student having a chance to explore these instruments within an individual and band dynamic.

Students study notation, theory, melody and harmony, and write melody and lyrics. Throughout the year, students learn songs from a diversity of countries and cultures.

Drama

Through drama classes, students build self-confidence, imagination, self-presentation, and the ability to work in ensemble with others.

Students learn basic theater-related vocabulary and explore different genres of theater and some theater history.

In addition, they learn specific acting skills, such as improvisation, diction, projection, stage presence, character study, and stage directions.

We also explore elements of stagecraft, including set, lighting, makeup, costume, and sound effects. Beyond class, students will have the opportunity to participate in various plays and elective offerings throughout the year.

Visual Arts

K

The art program fosters the creative spirit of each child, providing a safe environment where problem solving, imagination and self-esteem can flourish.

In keeping with the curriculum of each grade level, the art program is devoted to exploration and discovery in drawing, painting, sculpture, printmaking, bookmaking and mixed media.

Respect is given to the children’s natural stages of development and their innate ability to draw and use the art elements instinctually, and emphasis placed on assisting them in learning to see and developing their perceptive abilities. Art projects frequently complement classroom studies.

1

The art program fosters the creative spirit of each child, providing a safe environment where problem solving, imagination and self-esteem can flourish.

In keeping with the curriculum of each grade level, the art program is devoted to exploration and discovery in drawing, painting, sculpture, printmaking, bookmaking and mixed media.

Respect is given to the children’s natural stages of development and their innate ability to draw and use the art elements instinctually, and emphasis placed on assisting them in learning to see and developing their perceptive abilities. Art projects frequently complement classroom studies.

2

The art program fosters the creative spirit of each child, providing a safe environment where problem solving, imagination and self-esteem can flourish.

In keeping with the curriculum of each grade level, the art program is devoted to exploration and discovery in drawing, painting, sculpture, printmaking, bookmaking and mixed media.

Respect is given to the children’s natural stages of development and their innate ability to draw and use the art elements instinctually, and emphasis placed on assisting them in learning to see and developing their perceptive abilities. Art projects frequently complement classroom studies.

3

The art program fosters the creative spirit of each child, providing a safe environment where problem solving, imagination and self-esteem can flourish.

In keeping with the curriculum of each grade level, the art program is devoted to exploration and discovery in drawing, painting, sculpture, printmaking, bookmaking and mixed media.

Respect is given to the children’s natural stages of development and their innate ability to draw and use the art elements instinctually, and emphasis placed on assisting them in learning to see and developing their perceptive abilities. Art projects frequently complement classroom studies.

4

The art program fosters the creative spirit of each child, providing a safe environment where problem solving, imagination and self-esteem can flourish.

In keeping with the curriculum of each grade level, the art program is devoted to exploration and discovery in drawing, painting, sculpture, printmaking, bookmaking and mixed media.

Respect is given to the children’s natural stages of development and their innate ability to draw and use the art elements instinctually, and emphasis placed on assisting them in learning to see and developing their perceptive abilities. Art projects frequently complement classroom studies.

5

Fifth Grade

Fifth graders explore the creative process through a variety of media, techniques and artists.

Emphasizing their unique artistic vision and the range of materials at their fingertips, students begin the year with a short “use what you have” project. Given a bag of randomly selected recycled materials, students must use everything in the bag (and the bag) to create something.

The resulting art demonstrates that each student is creative in a different way. The theme of this project carries through the year with all the work we do – from gesture drawings to social justice poster designs, from clay to papier-mâché.

6

Sixth Grade

The sixth grade course emphasizes the process of art making as well as the students’ ability to make connections to their own personal history as they transition into adolescence.

Sixth graders are asked to take greater responsibility for their art and to begin to understand their personal creative process.

The program touches upon a wide variety of media and artistic styles, ranging from printmaking to ceramics to drawing and painting.

In all of their work, students not only are exposed to the skills needed to communicate visually, but they also develop an awareness of art as a pervasive and powerful part of our world.

7

Seventh Grade

In seventh grade, students focus on exploring the question, “What is my personal perspective and does it represent my unique identity?”

They will continue to work on technical skills while focusing on artists and projects that ask them to reflect on their own perspective more clearly, beginning to communicate their own young and growing personal histories. We will stress critique and what artwork can tell us about an individual.

Through inspiration from art history, contemporary art, diverse artists and integrating with classroom work, students will be introduced to new media and techniques.

They will work in 2D and 3D media that challenge traditional art methods yet reinforce the importance of knowing the elements and principles of art and design. The focus of this course is on experimentation, ideation and process in order to encourage inspired artists for life.

8 SEL

K

Kindergarten

At MCDS, we strongly believe that social emotional learning is as important as academic learning, and we address this area of our curriculum both formally and informally.

Our teachers use a Responsive Classroom approach to build community, promote prosocial behavior, and foster children’s empathy for one another in the classroom. We also integrate social thinking curriculums through which children learn specific strategies for taking perspective and regulating their own emotions and behaviors.

In addition, we teach children a “Talk it Out” method for conflict resolution to help them understand others’ perspectives and work through conflicts. Informally, we use class meetings, assemblies, literature and small group meetings to support children’s growing skill in these areas.