Our Curriculum Specials are an important part of our students’ lives. Their learning is enhanced through the curriculums of Art, Computers, Physical Education, Spanish and Library Science.
- Fifth Grade
- Sixth Grade
- Seventh Grade
- Eighth Grade
- 1-2
- 3-4
- 4-5
- 6th
- 7th
- 8th
Art Curriculum
Kindergarten through Second Trimester of Fourth grade
Mrs. Marylynne Christ with kindergarten art students.
These grades are learning to work with and manipulate the various art supplies. Their projects usually center around the seasons and holidays of the year. Each grade also looks at and discusses at least one famous art work and then does a project based in some way on that work. These classes are not graded. Every student automatically receives a “S” in art, since much of the work depends on small motor skills which develop at different ages in different children.
Third Trimester of Fourth Grade
At this point students are introduced to the idea that all work must be finished, collected and graded. This is mostly to prepare them for the next four years where this is standard procedure. They also start working on projects that take more than one or two class periods and sometimes are completed for homework. Report card grades for this marking period are an average of those grades received during this trimester
Fifth Grade
Curriculum for this grade is centered around the Elements Of Art – Line, Shape, Color, Texture, Form, and Space. Each work centers around one or more of these elements. All work is collected and graded. Report card grades are an average of all the grades received during a trimester. Toward the end of the year students are introduced to the idea that Art classes also include studying about artists and art history. They read and discuss in class one of a series of papers titled, “Artist Monthly”, and verbally answer the questions posed at the end of the paper. In this class, this paper is not graded. It is an introduction to something they will see with greater frequency in the upper grades. They also view work done by the artist about whom they have just read.
Sixth Grade
This grade level looks at the various types of art – Portraits, Still Life’s, Landscapes, Narrative Art, Sculpture, and Crafts. There is one “Artist Monthly” paper for each of these units which is read together in class, but the answers to the questions are done for homework and are graded. They view work done by that artist and also work of they same type done by other artists. The artwork they do is centered on whichever unit is being studied. Their report card grade is also an average of all work done during the trimester.
Seventh Grade
This grade level looks at the various “Isms” of the twentieth century – Cubism, Surrealism, etc. They learn that the invention of the camera and improved means of transportation had major effects on the world of art. The first, freeing the artist from the need to “record history” and the second, opening artists up to a wider view of the world. They also note that abstract art was practiced by primitive cultures long before “modern” artists even thought of it. At the beginning of each trimester they look at works done by the 5 or 6 artists they will meet in their “Artist Monthly” papers that marking period. These artists are assigned throughout the trimester and are not read in class, but as homework and then the questions answered on theme paper and collected in class. Their artwork in some way reflects the work done by some of these artists. Seventh graders also are assigned one Independent Project each trimester. In general, these are done at home, although a project which involves the use of the computer may also be worked on in school during homeroom, study hall, and in computer class. These are generally coordinated with the Computer class and students receive a grade both in Art and in Computer class for these. Their report card grade is weighted: 25% for written homework, 25% for exams and quizzes, and 50% for their art projects.
Eighth Grade
This grade level has an “Artist Monthly” assignment every week, except the last week of each trimester. Their artists start with the Renaissance and chronologically continue through the twentieth century. Like the seventh grade, they are all done as homework. At the beginning of each trimester, they also look at works done by the artists for that marking period. Their report card grade is also weighted in the same manner: 25% written homework, 25% exams and quizzes, and 50% art projects. Unlike the other grades there is no real theme for their art projects. There are a few that are done every year, such as a monochromatic self portrait done on canvas board with acrylic paint. However the rest of the projects are chosen based on the individual class and can run the gamut from detailed perspective drawing to some form of graphic art. Eighth grade projects are geared to let them experiment further with some of the skills learned in earlier grade levels. They also have an Independent Project every trimester, again usually done completely at home with the exception of any that are assigned requiring the use of the computer. These can be done at home and/or in school, and also are coordinated with Computer class and receive a grade in each class.
Library Curriculum
School Librarian Mrs. Mary Ann Overbeck with her students.
The primary goal of the Library curriculum is helping the children realize the pure joy of reading! The younger students have story time each week during their Library period, and the Librarian often reads aloud to the upper grades as well. The students are introduced to the latest and best literature, as well as classic stories, to spur their interest and capture their imagination.
Beginning in grade three, the students learn the skill of finding books in the Library. They learn the basics of library placement, the Dewey Decimal System, and use of reference material. They also master the skill of locating books and information using the Library’s computer catalog program.
The Librarian visits the kindergarten classes in the Early Childhood Center for story time. Grades 1 thru 6 visit the Library each week for a 45-minute period. For Grades 7 and 8 the Librarian works with the students in their classrooms for a 45-minute period each week. The older students also have the privilege of visiting the Library during their study time each day for research or individual reading selections.
In Grades 5 thru 8, the Library program is a supplemental part of the Language Arts classes. Grades for any projects, tests, or assignments completed for the class are factored into the students’ ILA grades. Guided by the Librarian, 5th and 6th grade students read two novels, discussing plot, characters, and theme. The 6th grade Library curriculum also includes a Holocaust study in connection with a novel that centers on the subject. Seventh graders read classic short stories, dramas, and novels and are guided in research. The eighth grade program is an in-depth study of William Shakespeare.
Technology Curriculum (K-8 Grades)
Mrs. Suzanne Casey with first graders in the computer lab.
As an introduction to computing, students at this level will use Computer-Aided Interactive software (CAI). This interactive type of software will allow younger students to become familiar with the computer, its basic components, and how programs work on a basic level.
Students will be introduced to Keyboarding through Type to Learn, Jr., as well Microsoft Paint for word processing, drawing and graphics fundamentals. Several CAI programs and selected educational web sites will also be introduced which will incorporate shapes, colors, time, and Language Arts skills.
A directed amount of access to the Internet will also be incorporated into the curriculum. Sites, such as PBS Kids, Starfall, and Sr. Seuss, will be loaded prior to students entering class to avoid misdirection.
1-2
Students will continue working on Keyboarding skills and computer component identification basics. Within the CAI software area, students will work with MS Paint (drawing and graphics), and continue with a variety of software and web sites for Math skills, Language Arts, and graphics skill development.
This series of programs will help students develop and master manipulation of the keyboard as well as the mouse. Projects will combine motor skills, language arts, and interpersonal skills.
3-4
In the third and fourth grades, students again continue to work on keyboarding skills
using the Type to Learn instructional series. Word Processing (WORD) and Internet basics will also be incorporated into project-based instruction. Students will begin manipulating word processing tools such as page and text formatting, graphics (copy and paste), saving documents, and using multiple programs at once. A unit on Internet Safety is planned even though Web projects are through pre-defined sites. Web site evaluation and research will also be covered. (Themes include: Treasure maps, Ben Franklin, Recipe books, Internet Safety, Under the Sea)
4-5
Building on the foundation of what was learned in earlier grades, students will review
and use keyboard skill building programs, word processing, desktop publishing, and Internet tools, as well as begin to use Power Point (presentations program). (Themes include: Who-Am-I Bookmarks, National Symbols, Fairy Tales, Inventors/Inventions)
Again, learning will be project-based. By fifth grade, students will become more familiar with Internet resource tools and how to determine the validity of those resources. Several Internet web search activity worksheets will be included.
6th
By sixth grade, students will be using not only Word and Power Point, but will become more fluent in desktop publishing. An introduction to Excel through project-based units will incorporate spreadsheet use to the course. An ongoing use of a Keyboarding program (Type to Learn series) will continue to help the student master these skills. Internet Resource Ethics is also covered more in-depth. (Themes include: Egypt, Food Pyramids, First Ladies).
7th
As each level builds upon the last, students in this grade will be expected to use a variety of multi-media for more intensive projects. The continuation of Desktop Publishing and simple web design will also be touched upon as will the history of technology. In the first half of the year, students will create a business for themselves which will form the basis for each project using technology; ie: create a business logo, write a business plan and business letter, survey their marketing preferences, create a merchandise order via a spreadsheet, draft Help Wanted Ads, and design business cards, brochure. The second half of the year will focus on project-based research and presentations involving careers, and a variety of other topics.
8th
The curriculum for the eighth grade students relies heavily on Research, Writing the Research Paper, and Presentations through a building block approach. Each week students will build on the previous week’s lesson. Students will initially choose a topic of their own interest, and using that topic will learn to find keywords for research, how to build word and phrase outlines, use correct citation form, draft, edit, and finalize a formal paper. They will also create a presentation for their topic. In the latter part of the school year, students will create technology Timelines, Recruiting posters for the Women of WWII, and a variety of Internet research activities. Students will also have a hand in the compiling of information for their Yearbook.
** ALL GRADES: Keyboard skills will be stressed at every grade level – proper posture, homerow key finger placement, etc. Special keyboard covers are in place so that students learn to type without looking at the keyboard.
Curriculum standards are based on The National Educational Technology Standards (NETS) Project and the International Society for Technology in Education (ISTE).
Internet guides and rules shall be enforced for upper grades accessing the Web and its components through Internet screening software as well as stated rules to be signed by student and parent/guardian.
As time and funding becomes available, several CAI programs will also be incorporated into the curriculum. These programs reinforce curriculum standards in Social Studies, specifically Geography, and Mathematics (bringing math to real-world applications through “Business simulations’).
Whenever possible, project-based learning also will correspond to the appropriate grade-level curriculum.
Additionally, software is available to teachers to use in presenting their individual curriculum.
Physical Education
Physical education classes are conducted by a certified physical education teacher. Classes are held once a week for 30 minutes in lower grades and 45 minutes for grades 4-8. The physical education program provides instruction in maintaining a physical fitness program and teaches movement skills while striving to foster qualities of good sportsmanship among our students. Physical fitness testing is done in grades 4 – 8.
Spanish
Students in grades K-8th have the opportunity to learn Spanish.
In Spanish, the teachers work with the students to perfect their skills in many areas including pronunciations, patterns, basic grammar skills, and vocabulary.
By the time students finish sixth grade they should be able to associate with each other in a conversation and comprehend the Spanish language in the form of questions and commands. They should also be able to write the language and have a basic understanding of the culture. The Spanish curriculum meets the New Jersey Core Curriculum standards for foreign language.