Curriculum » Lower School

The thinking and learning style of students becomes broader as they progress from the primary grades to the intermediate grades. The students' approaches to learning are different as well as the teachers' expectations. They come to school confident and eager to do their best. They are urged to be organized and to plan ahead. These changes in behavior, attitudes, and expectations reflect the growth of the students' cognitive abilities. They are no longer focused only on themselves, but on their environment and those around them. They begin to understand the interaction of events and relationships. This leads to logical thinking. The curriculum in grades three through five responds to these developmental changes. The students are engaged in activities in which they work with others to solve problems. They become aware of the world around them and are exposed to different cultures. The broad range of experiences they gain through the curriculum allows the students to begin to understand their world and how they and others can affect it.

Students in grades one and two are beginning to branch out, forming friendships and discovering how to be contributing members of a group. At this level we strive to build classroom communities of learners, in which social and emotional needs are nurtured in a safe and stable environment, and cognitive development is fostered.

Mathematics: Mathematics instruction in the Lower School helps students learn to think and reason mathematically through discovery approaches and the use of manipulatives. This is accomplished using the Investigations in Number, Data, and Space (TERC) curriculum units. These units of study focus on hands-on investigations that involve students in the exploration of the number system, addition and subtraction, measurement, statistics, patterns, estimation, geometry, and probability. Concepts are reinforced through the use of children's literature, games, and various other classroom activities. The TERC units are supplemented with Marilyn Burns "Math Solutions" units and activities, relevant materials from various websites, and Smartboard lessons and activites.

Language Arts: The Language Arts Program in the Lower School is a literature-based, balanced reading and writing program. Its goal is to create independent, competent, lifelong readers and writers. Components include read-alouds, shared reading, guided reading, independent reading, interactive writing, shared writing, Writing Workshop, and independent writing. Students are immersed in numerous rich language experiences involving speaking and writing, and direct instruction is given in reading skills and strategies. Spelling focuses on word families and words students use most frequently in their writing. Grammar and mechanics are integrated into all elements of the program. The Lower School teaches students how to write using the 4 Square Writing Method in combination with the John Collins Writing Program. Some skills and concepts covered include: sentence and paragraph construction; poetry; reports; friendly letters; and creative story writing. Technology is integrated into this part of the curriculum as students begin to use the computer for writing activites and other language based tasks.

Social Studies: Social Studies in the Lower School is a developmentally appropriate, well balanced (local, national, global), and consistent curriculum that leads to the cumulative and systematic study of people and their interactions. It sets the tone and lays the foundation for the social studies education that follows. In accordance with National Standards, program goals include teaching students to work in small groups; to learn and understand about people in our community; to understand that we are all alike; to know about other countries (places, culture, maps, and globes); and to foster a sense of social responsibility and moral development. Student activities are hands-on in nature and are introduced through integrated and thematic approaches. They include opportunities for role playing, beginning research, and field trips.

Science: Science in grades 1-2 is based on a two-year cycle of study. Earth Science (air, soil, and weather) and Physical Science (force and motion, states of matter, and sink or float) are covered one year. Life (butterflies and moths, plant and animal populations) and Human Body (the senses) the following year. Delta Science Modules, AIMS, CTP and teacher created materials provide students with a wide variety of hands-on activities that lead to the development of the science processes of observing, communicating, comparing and categorizing. Through these processes, new ideas and science concepts are formed that are the foundation for more advanced studies that students will encounter as they move through Hampstead Academy's Science Program.

Drama: The eight year Drama curriculum addresses the whole child's journey to explore their creativity and imagination, from the rudiments of basic stage movement techniques through voice and diction and on to character development. Every grade level will create a fully realized stage production with which they can demonstrate mastery of theatre knowledge for their particular developmental group. Both process and performance are valued, with most thorough emphasis on the discipline and collaboration of the rehearsal periods. Production titles are chosen with class sizes and gender breakdowns given great consideration, so that each student be given an equal chance to experience the magic of Drama.

Teacher narrated folk or fairy tales, simple line distribution and memorization. Focus on controlling body and gesture.

Technology: Students receive further instruction in technology operations and concepts, to enable them to plan and conduct research, manage projects, and solve problems. Technology is integrated into all curriculum areas through the use of laptops, Smartboards, LCD projectors, and Flip video cameras.

Students will demonstrate the ability to:

• Incorporate multimedia (audio/video) in original work.
• Engage in learning activities w/learners from global community.
• Use various age appropriate technologies in research.
• Use graphical organizers & technology to gather, analyze, and manipulate data.
• Show appreciation for original creations and give appropriate credit.
• Demonstrate confident use and care for hardware.

Mathematics: The Mathematics curriculum in grades three through five is a program in which exploration and discussion are vital components. Students are introduced to concepts and then practice these concepts through a variety of hands-on activities. This process results in skills that are solidly based in understanding. The students work individually as well as with partners or in small group settings. By working with others and discussing problems, the students are exposed to different ways of thinking and learn that there is more than one way to solve a problem. The curriculum in these grades focuses on multiplication, division, geometry, place value, fractions, decimals, percents, statistics, probability, graphing and measurement. The basis of our instruction is the Houghton Mifflin Math series. However, activities are drawn from a variety of sources which include internet websites, Smartboard activities, and math magazines.

Language Arts: The Language Arts curriculum for grades three through five includes the components of reading, writing, grammar and spelling. These subjects are integrated as much as possible. Reading is taught using a variety of quality children's literature, as well as periodicals such as National Geographic and Time for Kids. Students work in small guided reading groups and are encouraged to develop multiple strategies for understanding a broad range of fiction and non-fiction text. The writing process is stressed throughout grades three through five and practiced daily across the curriculum. The organization of ideas is taught through the use of the 4-Square method, graphic organizers and computer programs such as Inspiration. Writing opportunities include paragraphs, journals, learning logs, poetry, and research reports. Grammar is taught through a combination of daily edit and teacher created activities. The Houghton Mifflin Spelling series is used in conjunction with words from the content areas for the instruction of spelling.

Social Studies: Respect and understanding for other cultures are the central themes in the Social Studies program in these grades. Students are exposed to historical events with an emphasis on why people act and how the actions of others affect the world as a whole. The curriculum utilizes role playing activities to bring history to life. Topics covered include: The Age of Exploration, New Hampshire History, American History (Early settlers through the Westward Movement in Grade 4, Civil War to the present in Grade 5). Geography and mapping skills are taught through the five themes of Geography: Location, Place, Human Environmental Interaction, Movement and Region.

Science: Science in Grades 3-4 is based on a two-year cycle of study. Earth Science (earth movements, solar system, water cycle and weather instruments) and Physical Science (magnets, electrical circuits, liquids, measuring, powders and crystals, and sound) are covered one year. Life/Human Body (human body systems, animal behavior, dinosaur classification, insect life, plant and animal life cycles, small things and microscopes, and food chains and webs) are covered the following year. Science in Grade 5 is based on a two-year cycle of study with Grade 6. Earth Science (erosion, oceans, rocks and minerals, solar energy and weather forecasting) and Physical Science (color and light, electromagnetism, flight and rocketry, lenses and mirrors, and simple machines) are covered one year. Life/Human Body (fungi, pollution, pond life, and advanced body systems) are covered the following year. A diversity of resources provides students with a wide variety of hands-on activities that support the National and State Science Standards. Through classroom experiences, students begin to understand concepts more fully and develop confidence in their ability to question and discover. Reasoning abilities are fostered as students move from direct experience to more abstract reasoning.

Creative Arts: The Creative Arts program strives to develop students who are confident in observation and technical skills using a variety of mediums. We try to support our students in their individual strivings for aesthetic and expressive growth. The program promotes the understanding and use of basic art concepts, terminology, and tools. Students are exposed to art history and the art of other cultures. They render still-life, landscape, figure, portrait, and wildlife projects in both two and three dimensional mediums. We hope to build cooperation among students through partnership and team projects. Our studio environment provides the opportunity to create high quality pieces and to receive individual and group assistance.

Drama: The eight year Drama curriculum addresses the whole child's journey to explore their creativity and imagination, from the rudiments of basic stage movement techniques through voice and diction and on to character development. Every grade level will create a fully realized stage production with which they can demonstrate mastery of theatre knowledge for their particular developmental group. Both process and performance are valued, with most thorough emphasis on the discipline and collaboration of the rehearsal periods. Production titles are chosen with class sizes and gender breakdowns given great consideration, so that each student be given an equal chance to experience the magic of Drama. In Grades 3-4 students focus on larger volumes of text, speech skills, and stories and tales with no on-stage adult narrator. In Grade 5 students focus on multicultural stories, the development of characters from different cultures, and continued emphasis on movement and voice.

Music: The Music Educator's National Standards and the NH Curriculum Framework for the Arts provide the basis for our Music curriculum. In music classes, we offer a balanced sequential study of the art form. Topics explored include: musical history and culture, literacy, sight reading, sight singing, improvisation, solo, choral and instrumental performance, movement and dance. Students prepare, perform and assess their work in musicals, choruses and instrumental productions. We believe that the skills, knowledge and dispositions acquired from the study of music enriches all our lives.

Physical Education: Physical Education units, intramural, and upper school team offerings are rotated each year to include the following: badminton, tennis, paddleball, Kin-Ball, archery, snow shoeing, soccer, football, lacrosse, field hockey, orienteering, cross country running, basketball, volleyball, gymnastics, team handball, swimming, down hill skiing, fencing, indoor soccer, floor hockey, dance, yoga, fitness, cooperative games and problem solving, track and field, softball, baseball, ultimate Frisbee, and golf. Student interest plays an integral part in choosing intramural offerings and upper school sports team choices for each season. The NASPE (National Association for Sport and Physical Education) standards are integrated and emphasized throughout the physical education curriculum, as well as the intramural and upper school sports programming.

Spanish: Students are introduced to Spanish at the Nursery level, and continue yearly, building their mastery of this language. In the Primary grades, students are exposed to Spanish through singing, role-playing, games, stories, coloring, and simple writing activities. Basic topics are repeated yearly to ensure mastery. By third grade, students are introduced to the geography of the Spanish speaking world. In fourth grade, we begin a more formal study of Spanish, using a textbook. We continue progressively, learning grammar concepts and communication skills. This same method continues through the Upper School and prepares students to qualify for a Spanish II program in High School.

Technology:

The technology program is designed around national student standards that focus on skills and knowledge that students need to learn effectively and live productively in an increasingly digital society. Grades 1-8 are involved in projects with technology that address standards covering collaboration, innovation, research/media fluency, digital citizenship, technology operations, and problem solving. Projects may involve internet collaborations, programming concepts, internet use/safety, databases, video production, keyboarding, word processing, and more.

Students will demonstrate the ability to:

• Produce a media-rich digital story.
• Work collaboratively online with other students under supervision.
• Evaluate internet resources in terms of usefulness for research.
• Use spreadsheets, simulation software & other tools to make predictions, solve problems, & draw conclusions.
• Identify cyber-bullying & describe strategies to deal with such situations.