Our School | Curriculum

A curriculum of fun, engaging, and challenging activities is focused on five areas: Social-Emotional Skills, STEAMMotor Skills, Language and Literacy, Judaics, which are woven into fun and interesting activities.

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Social-Emotional Skills

  • Blocks: working as a group, negotiation, personal self-control
  • Dramatic play: taking turns, collaborating on projects, flexibility, responsibility, respect for materials
  • Classroom routine: patience
  • Puzzles: perseverance
  • Outdoor play: cooperation, following directions, sharing, coping
  • Art: sharing, being a good friend, non-verbal self-expression, flexibility
  • Reading (self- or teacher-guided): respect for property, cultivating attention, self-soothing, self-direction, positive interactions with adults, confidence

STEAM (Science, Technology, Engineering, Art, Math)

Our STEAM program is led by Daniel de los Reyes.

  • Blocks/construction: one to one correspondence, number sense, operation sense, computation, geometry, standard and non-standard measurement, developing theories about balance, weight vs. mass, developing symbolic thinking, exploring simple machines (ramps, pulleys, wheels, levers), architectural design, structural engineering, planning, building use, functionality and form.
  • Art: number sense, one to one correspondence, standard and non-standard measurement, geometry, symmetry, symbolic thinking, patterns, estimation
  • Dramatic play: number sense, one to one correspondence, standard and non-standard measurement, money, time
  • Music: properties of sound, properties and design of instruments
  • Outdoor play: properties of matter, life sciences, geology, taxonomy, simple machines, physics (gravity, motion)
  • Classroom routine: one-to-one correspondence (handing out cups, napkins); numeration (counting in line); number concepts (counting objects, seeing how many more one needs)
  • Writing: symbology, sorting, properties of matter, biology, astronomy

Motor Skills

  • Sensory table: broadens tactile exploration
  • Blocks: using large and small muscle groups, moving one’s body through space, motor planning
  • Art: improves grasp pattern, strengthens drawing and pre-writing skills, supports hand preference
  • Dramatic play: (dress up) improves hand and finger strength
  • Playground: body awareness and control, core strength, motor planning and sequencing
  • Games: sequencing, motor planning, fine motor, hand-eye coordination

Language and Literacy

  • Reading and writing: occur throughout the entire curriculum.
  • Science: write predictions, data analysis, vocabulary
  • Blocks: writing to inform (creating signage), reading for information/research, vocabulary, recording theories and observations, telling stories, sequencing
  • Dramatic play: reenacting stories, comprehension, reading for meaning, vocabulary
  • Art: reinforce letters, reflection, storytelling, vocabulary, self-expression
  • Sensory: sequencing, conversation skills
  • Games: letter/word/number recognition, symbology, sequencing, following directions, conversation skills

Judaics

  • Blocks: representing Jewish community structures, representing ritual items
  • Weekly Shabbat Sing: ritual, group dynamics
  • Dramatic Play: practice rituals, Judaic careers
  • Art: make ritual objects Hiddur Mitzvah (beautifying ritual)
  • Music: practice prayers, traditional songs
  • Cooking: explore cultural food
  • Outdoor play: Bal Taschit (using resources wisely)
  • Classroom routine: brachot (blessings), rituals