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Download 2009/2010 Curriculum Guides here
OUR
LEARNING PHILOSOPHY
Children are at the center of our learning
program
We place the
interests, talents, and needs of children at the
center of our learning program. Children
come to our school brimming with natural curiosity. Their
learning already has defined patterns, and they approach
the world with eagerness and a sense of wonderment. Our
program nurtures young learners’ natural impulses
and respects their need to develop self-confidence
and independence in their learning. Whenever
possible, the interests of the children influence instruction,
and because our classes are small, children experience
a great deal of individualized and small group instruction. Because
children progress at different rates and have different
learning styles, this level of individualized instruction
allows teachers more opportunities to plan and assess
student growth.
Our curriculum emphasizes basic skills
Our
academic curriculum emphasizes basic skills: reading,
writing, mathematics, and the scientific method. We
also place special emphasis on Social Studies as well
as character education, cultural awareness, citizenship,
and Hawaiian Studies. Our overall curricular
framework is a continuum of knowledge and skills that
spans our learning program, K-6. Teachers have
independent responsibility to create age-appropriate
learning activities. Our instruction is generally
theme-based and hands-on, which reflects our belief
that knowledge is interrelated and that children learn
best when they are active participants in their own
learning. In addition to teaching basic skills
within the content areas, Waimea Country School promotes
development in technology, art, music, and physical
education.
Our program is non-graded
Our K-6 learning program is
non-graded; that is, we do not issue letter grades. Because
children learn in different ways, we find that a grading
system
that
compares student
achievement is not always the best way to measure actual
learning. In the place of letter grades, we emphasize
individual achievement and personal challenge. In
this way we are able to create an academic environment
that is challenging and promotes student confidence
and the desire to learn. Traditional grades are
introduced to our oldest students to help
them prepare for the unique academic expectations
of middle school.
Our assessment system measures real learning
In
our K-6 program, we use a variety of methods to measure
learning. Within each classroom, teachers
have knowledge of age-appropriate knowledge and skills
as well as an understanding of the normal range of
student performance. Through the use of different
types of classroom assessment, teachers can gauge each
student’s readiness and progress within the learning
program. Our teachers compile regular learning
progress reports for parents about each child that
are aligned with classroom and program curricula. In
addition to progress reports, teachers assist students
in compiling portfolios of their work and sharing their
own learning through student-led conferences. Teachers
also assess other aspects of classroom behavior – special
strengths, work habits, motivation, social skills,
and organization – on a daily basis.
We also use standardized tests
In
addition to teacher-designed learning assessments,
we use a standardized test, the Stanford 10 (SAT-10),
to assess our students in reading, language, and mathematics
skills
in comparison
with national
norms. Standardized tests are administered
only to students in grades 4-6. Although we do not “teach
to the test” or set goals for students according
to what the test measures, the SAT-10 is a valuable
tool
that allows us to continuously assess and refine our
program. Because our curriculum is broad-based
and we use a variety of teaching methods, Waimea Country
School students typically do very well on standardized
tests.
Parent conferences and progress reports support
learning
Regular communication
between parents and teachers is encouraged, and teachers
make time in their busy schedules to meet with parents
whenever necessary. In
addition, two formal conferences are scheduled each
year at which time parents and teachers sit down together
to discuss childrens’ progress in depth. The
fall parent-teacher conference is largely geared toward
goal-setting for the year. The spring parent-student-teacher
conference is student-led and portfolio based. This
conference is a celebration of achievement. We have
seen that when students are involved in the
assessment
process
and are able to talk about what they have learned and
what they still need to work on, achievement improves. In
this way, conferencing is a collaborative process between
students, parents, and teachers – all to support
learning.
We involve our parents and community
Our
program thrives in part because we make strong connections
between school and home. Parents
are welcome to visit, and we encourage parents to participate
in classes with prior teacher permission. Our
campus is situated in the heart of town, and we often
make short field trips to the library and to Kahilu
Theatre for special shows. Sometimes we visit
the firehouse and local stores and offices, and occasionally
we participate in community service projects that benefit
all residents. Our involvement outside the classroom
helps the children develop an appreciation for our
village and its many resources.
OVERVIEW OF OUR LEARNING
PROGRAM.
Teachers work together
to deliver an age-appropriate, skills-based curriculum.
The daily schedule in each class typically includes
time for students to listen, share, work collaboratively
and independently, and relax with friends. Each school
day also includes time for children to play outside
or to have free time inside during rainy weather.
Our program encourages meaningful teacher-student
relationships.
Because teachers
remain with their students throughout the day, students
and teachers develop strong bonds that help create
a trusting atmosphere necessary for productive learning. The easy rapport between
teachers and students also gives teachers greater insight
into the strengths, challenges, and unique interests
of their students in a variety of settings, both academic
and social. Because of our intimate size, every
child at school is known well by every teacher, and
this provides additional learning support for our students.
Multiage classrooms stimulate a healthy learning
environment.
In our classes, students interact on a daily basis with classmates who are older and younger than they are. One year a child may be among the youngest in a class, another year the oldest. This has many benefits. The multiage setting allows children to remain for two or more years in the same class, often with the same teacher. Older children have much to learn by being leaders who help their younger classmates; younger children often accelerate their learning by being grouped with older children whose skills may be more advanced than their own. Overall, multiage classes help diminish the competitive tone that school grades sometimes promote, especially when guided by teachers who are caring and sensitive. Our older students interact regularly with younger students through our “Hui ‘Ohana” program which includes buddy reading, assisting with academics, outdoor gardening projects, team-building lunches, and Hawaiian Studies activities, such as Makahiki. This special blending of children of different ages has been extremely successful for us and has helped forge healthy bonds between our oldest and youngest students.
A variety of instructional methods helps keep
things lively!
By using a variety
of instructional methods and styles, teachers create
classrooms in which learners of different ages and
abilities are able to work well together. Typical
daily schedules are divided into several different
time periods, and each may have different teaching
methods and goals. At certain times, teachers
might schedule whole group activities – silent
reading, direct instruction, and art projects, for
example. At other times, teachers may organize
small group work, often for reading and mathematics. One-on-one
work between students and the teacher is also possible
with support from the teaching assistants.
What we teach.
The
skills and concepts children learn at Waimea Country
School are aligned with local and national standards
and recommendations by respected national teaching
councils and organizations; our progress reports are
directly aligned with our classroom and program curricula. To
learn more about our curriculum and how our teachers
approach specific content areas, please select from
the course descriptions below:
 Art
Character
Education
Garden
Hawaiian
Studies
Health
& Fitness
Language
Arts
Mathematics
Music
Science
Social
Studies |
