The primary goal of language arts is to develop the boys’ skills as readers and writers across the curriculum, to nurture their curiosity, and to develop their love of language and an appreciation of literature.  Instruction is driven by formative assessment and differentiated to meet each boy’s individual needs, while maximizing his potential. The boys experience a balanced literacy program through whole and small group instruction focusing on fluency, comprehension, writing, and word study, while reading and writing across the curriculum. Boys develop and apply critical reading skills and respond to reading by communicating ideas orally and in writing using conventional and digital tools.

 

Boys learn science concepts through inquiry as they investigate answers to essential questions.  They collaborate in small-groups and participation in hands-on activities as they develop critical thinking skills using the scientific process.  They use technology to research, interpret, and convey information. Content knowledge and skills are applied using engineering design briefs. Expository writing is used to communicate experimental results and deepen content knowledge.  First grade boys explore solids and liquids; sun, moon and stars; and organisms.

The first grade social studies curriculum enables boys to develop an understanding of the world in which they live. It provides boys with an understanding of why laws and rules are necessary to help us live as responsible citizens. Boys develop empathy for and curiosity about their local community and the surrounding world. Boys gain an appreciation for various cultural perspectives and are encouraged to make positive contributions to their local and global community. They develop map and geography skills and an understanding of basic economic concepts.

Emphasis is given to developing listening skills in each lessons. The students are able to understand the essence of what is being said or presented to them. Through repetitions the boys will acquire basic Spanish words. The boys are inspired to take risks by communicating in the target language. Through exposure to Spanish-speaking cultures, the boys develop an appreciation and respect  for diverse global societies.

 

Boys continue to increase their awareness of numerical operations, measurement, geometry, data analysis, probability, and algebraic concepts, while encouraging a curiosity and understanding of number sense and problem solving. They develop knowledge of mathematical vocabulary, using hands-on learning experiences incorporating technology and creative problem solving skills. Continued hands-on experience enables the student to see that mathematics is meaningful, useful and necessary in everyday life.

Boys develop an awareness of how individuals in their own community and other cultures around the world depend on natural resources and upon one another. Working collaboratively, the boys explore how the James River provides and has provided  for our community over the years. Students develop a deeper appreciation and understanding of the impact rivers have had on past and present communities around the world. Boys identify and research global landforms and continue to develop and apply map skills.

The boys are provided with comprehensible input that is directed toward communicative goals. The boys acquire Spanish through active listening to comprehensible language. They take risks by responding to simple commands and questions. Through exposure to Spanish-speaking cultures, the boys develop an understanding and respect for diverse global societies.

Boys learn about basic rhythm and note/rest values using the time signatures of 4/4, 3/4, and 2/4.  They then learn the origins of the staff and how to read music in the treble staff, which prepares them for playing recorders in the third grade.  Correct vocal techniques are emphasized while using the “choir boy” singing voice. Chapel songs and hymns are sung in both English and Spanish. Boys in second grade may choose to participate in an optional strings program.

The second grade boys continue to work on hand/eye development as they practice and learn to recognize good craftsmanship in their art and to become more selective in choosing subject matter.  They strive to use the entire two-dimensional surface in their drawing and painting as well as to work on depicting objects in proportion. The boys learn to use handbuilding techniques for clay (pinch, coil, and slab).  They create two-dimensional works using tempera and watercolor paint and work with mixed- media collage. They grow in their ability to describe and interpret works of art by Henri Matisse, Wassily Kandinsky, Paul Klee, and Alexander Calder.  

Boys participate in a balanced literacy program of comprehension, fluency, vocabulary development, word study, and writing.  Students are encouraged to read and write for information and pleasure to gain an appreciation of different perspectives across the curriculum.  The boys study a variety of genres, respond to what they have read, and write creatively in an environment which encourages collaboration and fosters a love of reading.  Through literature studies and class discussions, boys develop a global awareness and empathy for others. Technology is used to support and extend each reader’s learning experiences.

The boys work collaboratively and independently to develop multiple problem solving skills and to expand their mathematics vocabulary to reflect concrete and abstract concepts.  There is a focus on enhancing computation skills, including the recall of basic facts. Students also begin to apply their basic knowledge to more complex concepts. Continued hands-on opportunities and technology resources are provided to support the development of conceptual and procedural knowledge, natural curiosity, and risk taking. Boys continue to explore mathematical concepts with a connection to real-world applications.  

 

Boys explore science concepts through a constructivist learning approach in which investigations precede discussions.  They collaborate in small groups, use hands-on investigations, and employ the scientific method to further develop critical thinking skills.  They use technology to research, interpret, and convey information that they gather. A key focus is on honing scientific process skills. Expository writing continues to be used to communicate experimental results and deepen content knowledge.  The third grade boys explore weather, matter, and ecosystems. 

The boys study the people and places of Virginia (past and present), while learning about: the geography, culture, economy, and government of our Commonwealth. By comparing and contrasting a variety of communities, boys develop the ability to draw conclusions about people from different cultures. Boys will begin to consider and value multiple perspectives and how those perspectives influence the way  people live, think, and act.

The boys are provided with comprehensible input that is directed toward communicative goals. Visual aids, body language and gestures are used to make communication effective and clear.  Students are taught strategies for requesting clarification and assistance when faced with comprehension difficulties.  The boys’ appreciation for diverse global societies is fostered through exposure to Spanish-speaking cultures.  They are inspired to take risks by communicating in Spanish using acquired language.

Boys learn to follow music and words in a musical score for unison and two parts and apply this knowledge in Third Grade Choir.  They interpret simple musical notation and sight read simple rhythms and melodies. Boys begin a recorder curriculum called Recorder Karate in which they earn different colored “belts” as they become more advanced.

The third grade boys continue to work on craftsmanship in their production of art.  As they create a variety of two- and three-dimensional art, using a range of media, they learn to improve their decision making through art production.  The boys are introduced to more formal color theory by mixing primary and secondary colors as well as learning about tints and shades of colors. They create portraits in proportion and learn in-depth clay construction techniques (slip, score, slab/coil, and additive and subtractive construction).  Third grade boys are introduced to the history of architecture and how buildings fit into the study of art history. They learn how to recognize and use line, shape, and pattern in works of art and how to invent pattern and textures in two- and three-dimensional works. The third grade boys build on previous art vocabulary skills to demonstrate how history, culture, and the visual arts can influence each other.

In fourth grade the boys are immersed in a balanced literacy program that includes fluency, writing, comprehension, vocabulary development, and word study.  Previously learned material is reinforced through review, while many new concepts are introduced increasing their complex level of comprehension. An independent love of reading is fostered through thoughtful discussions, collaboration, various writing opportunities, and technology-based lessons incorporating multiple genres. Grammar instruction is achieved through skill-based lessons and is integrated throughout the program as the boys learn to communicate effectively. The boys delve deeper into the understanding of and response to content area material. Through the study of an assortment of genres and a variety of types of writing, the boys exhibit global awareness, empathy for others, and technological cognizance.

Boys continue to develop competency in the use of addition, subtraction, multiplication, and division. Fourth graders work more extensively with larger multiplication problems and long division.  The concepts of fractions, decimals, geometry, and measurement are further explored to develop concrete and abstract understanding with an emphasis on mathematical vocabulary. Boys are challenged to develop their own process of solving problems and encouraged to take risks to discover innovative solutions through independent and collaborative work. Continued hands-on opportunities and technology resources are provided to support the development of conceptual and procedural knowledge, natural curiosity, and risk taking through real-world applications.

Boys continue to learn science concepts through a constructivist learning approach in which investigations precede discussions.  They collaborate in small groups and do active investigations aimed to promote critical thinking skills and use of the scientific method.  They research, interpret, and convey information gathered using technology. Expository writing is reinforced as a means to communicate experimental results and deepen content knowledge.  The fourth grade boys explore force and motion, electricity, magnets, energy, changes to Earth’s surface and resources, and its place in the universe.

Boys develop an awareness of how the climate, geography, and resources of the five regions of the United States affect the development of businesses and economy on a local, national, and global level. Intellectual risk taking is encouraged by asking boys to apply acquired knowledge of learned material to real world experiences through writing and class discussion. Boys engage in whole and small group collaboration, build note taking strategies, and present material and discoveries through various media. Boys also develop study strategies and research skills while exploring the curriculum.  

  

The boys are provided with comprehensible input that is directed toward communicative goals. Visual aids, body language and gestures are used to make communication effective and clear.   Students take risks by using strategies for requesting clarification and assistance when faced with comprehension difficulties. Empathy and an appreciation for diverse global societies is fostered through an array of digital media that are employed to expand students’ cultural awareness and knowledge of the geography of the Spanish-speaking world.  

The class proceeds through in-depth units on Buddhism, Hinduism, Islam, Judaism, and Christianity as they work to develop empathy for the varied perspectives each offer. Looking at what these faiths have in common, an emphasis is placed on creative inquiry into each faith through exploration of each religion’s sacred spaces, belief systems, forms of worship, and sacred journeys. The curriculum is designed to tap into the natural curiosity of upper elementary age boys and their eagerness to experience new things and understand the larger world beyond their own experiences.  

Boys follow music and words in a musical score, interpret simple musical notation, and sight read simple rhythms and melodies. They finish the Recorder Karate curriculum started in third grade in which different colored “belts” are earned as they become more advanced. They explore the history and work of a composer from a time period in music history and learn to write descriptive sentences about the composer’s music using music vocabulary such as pitch, tempo, articulation, dynamics and timbre.  

 

The fourth grade boys continue to progress in their examination of their own work and the art of other people, times, and places.  They begin to communicate the purpose and value of why art is made. The boys learn about using visual structures and functions of art to communicate ideas.  Big ideas for art making - emotion, family, community, nature, and storytelling - are introduced as motivation for the creation of art. Students demonstrate skill and craftsmanship in weaving and stitching and in creating fiber art using multiple techniques.  Their clay-building skills improve as they master such techniques as sgraffito. The fourth grade boys recognize and apply the elements and principles of design through use of color, line, pattern, and shape. They learn to use contour lines and to understand how line and shape can imply motion.  They know basic color theory and that color can imply tone and feeling in a work of art.

Fifth grade boys experience a balanced literacy program that includes fluency, writing, comprehension, vocabulary development, and word study.  Boys participate in differentiated guided reading groups; through an exposure to a variety of literary genres, boys develop a love of reading and intrinsic curiosity.  This collaborative learning environment invites intellectual risk taking as the boys work together to generate innovative solutions to challenging problems. The boys complete a variety of formative, summative, and project-based assessments.  The skills they acquire are utilized in other subjects across the curriculum.

The fifth grade math curriculum challenges boys to apply and connect skills learned at the primary grades to more complex concepts.  Boys further explore number sense, including whole numbers and parts of a whole, computation, geometry, and data and statistics to develop concrete  thinking and move towards abstract understanding. Problem solving tasks are integrated throughout the curriculum with an emphasis on real-world application.  They are challenged to take risks by brainstorming various approaches to solving problems and experiment to find which strategy is appropriate. Boys work independently and collaboratively to communicate their procedural knowledge and reasoning.  

Boys use a constructivist learning approach to “bring meaning” to science concepts, with individual and group questions guiding their investigations.  Simultaneously, the development of key scientific skills remains an emphasis.  These key skills include observing, classifying, measuring, inferring, predicting, and using number relationships to investigate and explore both known and novel problems.  As in prior grades, expository writing is the chosen modality to communicate experimental results and further deepen content knowledge.  Boys collaborate with their peers on pre-determined investigations, are given opportunities to pursue authentic tasks, and process concepts in multiple ways to promote true knowledge acquisition.  Specific topics studied in fifth grade include microscope use, taxonomy, animals and plants and their ecosystems, interactions of Earth’s systems, and light.

The fifth grade social studies curriculum strives to make the study of ancient cultures and governments both meaningful and relevant to boys.  Students first focus on Ancient Greek and Roman governments and connect their roots to the foundation of our American democracy. They discover the importance of chronology, allowing them to understand the reasons for continuity and change, to think critically, and to devise alternate solutions to problems that challenged our forefathers. The boys then study ancient cultures and governments from the Middle East and Europe. They analyze cause and effect relationships and learn to recognize the interrelatedness of history, geography, and politics. This comparison allows a global view of how the present world is connected to the past.  A respect for individual freedom and human rights is nurtured as boys work collaboratively. This exploration prepares the boys for the expansive examination of global contemporary cultures in sixth grade.

The boys are provided with comprehensible input that is directed toward communicative goals. Visual aids, body language and gestures are used to make communication effective and clear.  Students take risks by using strategies for requesting clarification and assistance when faced with comprehension difficulties. Empathy and an appreciation for diverse global societies is fostered through an array of digital media that are employed to expand students’ cultural awareness and knowledge of the geography of the Spanish-speaking world.   

  

Boys follow music and words in a musical score, interpret musical notation and sight read simple rhythms and melodies. They are exposed to dotted rhythms and subdividing the beat. They attend a discovery concert given by The Richmond Symphony Orchestra and learn to write comprehensive sentences using vocabulary such as pitch, articulation, tempo, timbre, dynamics, and orchestration.

The fifth grade boys begin to understand the meaning and impact of the visual world in which they live and the visual arts in relation to history and culture.  They make connections between the visual arts and other disciplines. The fifth grade boys explore line quality and texture using a variety of media, and they paint using a chosen palette that includes primary, secondary, intermediate, warm, and cool colors.  The boys learn to mix a monochromatic color scheme. They understand and apply symmetrical, asymmetrical, and radial design to a work of art. The boys are able to recognize and apply the elements of design in two- and three-dimensional compositions. Through the study of artists such as Jacob Lawrence, William Hart Benton, James Rosenquist, and Wayne Thiebaud, students gain an understanding of how art communicates personal values and beliefs.  By the fifth grade, boys are able to recognize the difference between objective and non-objective art, and they are able to demonstrate fluency and skill for articulating reasons for a personal preference among works of art.

A balanced literacy program fosters creative thinking and intellectual curiosity as boys experience a variety of reading, listening, speaking, and writing activities in whole and small groups.  Boys are carefully assessed in their emergent reading and writing skills so that their individual needs are met by developmentally appropriate instructional strategies. Language arts is incorporated across the content areas of math, science and social studies.  Boys learn to appreciate diverse perspectives as they expand their knowledge of the growing world around them through quality literature and creative technology.  Through an integrated approach that includes reading, writing, and word study, boys build a strong foundation for the skills needed to become lifelong learners.

Boys explore mathematical concepts by using manipulatives in purposeful activities that encourage intellectual curiosity, creative thinking, and risk taking.  By visualizing basic mathematical concepts with a variety of hands-on materials and innovative technology, boys are able to develop essential problem solving skills that link to their daily lives.  Boys take ownership of their learning experiences and gain confidence in their abilities to find solutions by collaborating in whole and small groups. Mathematical studies are integrated into language arts, science, and social studies so that meaningful connections can be made across the curriculum.

Boys develop an understanding of the natural world through scientific inquiry that is facilitated through hands-on experiences, quality literature, and interactive technology.  Creative thinking and risk taking occur when the boys collaborate in whole and small groups as they predict, observe, and record data. Activities and experiments are designed to arouse the boys’ natural curiosity and their need to know how the world works.  Through guided instruction and independent exploration, boys develop rational thinking skills.  Science is integrated into language arts, math, and social studies so that meaningful connections are made across the curriculum.

Boys become aware of the similarities and differences among people from different cultures and how each individual is an important member of the community.  Boys learn about people, jobs, and cultures through a variety of literature and activities. Intellectual curiosity is enhanced with technology so that boys can begin to appreciate and enjoy diverse perspectives of the human experience.  Boys are encouraged to contribute to the successful functioning of the classroom by working together to solve challenging problems. As they learn about responsibility in the classroom community, they begin building the skills needed for participating in a democracy.  Boys develop a deeper level of empathy by participating in Chapel services, community service and listening to guest lecturers. Social studies is integrated into language arts, math, and science so that meaningful connections are made across the curriculum.

The students are able to understand the essence of what is being said or presented to them. Through repetitions the boys will acquire basic Spanish words. The boys are challenge to see themself as global citizen and view the world and people around them with curiosity.

Junior kindergarten music focuses on training the musical ear and finding rhythm through gross motor skills. Boys learn to match pitches and find their singing voices by using solfege and echoing techniques. They learn chapel songs in both English and Spanish and explore music through creative movement and by listening to and playing rhythm instruments.

All boys participate in a balanced literacy program that includes phonological awareness, word study, fluency, comprehension, and writing.  Instruction is designed to meet the individual and developing needs of each boy based on regular formal and informal assessment. Oral language is the overarching support as boys think creatively to verbalize and discuss their understandings.  Intellectual curiosity and risk taking are encouraged through small and large group collaborative activities. While language arts is integrated across the curriculum throughout the day, targeted instruction using a wide-variety of materials, including quality literature and technology, occurs each day.  The goal is to provide a solid foundation for the boys and to foster a life-long love of reading.

Boys develop early number concepts in everyday life through hands-on opportunities that foster critical thinking and problem solving.  Math is integrated into language arts, science, and social studies. Boys grasp mathematical principles and build a foundation of conceptual knowledge through independent and collaborative activities that encourage curiosity and intellectual risk taking.  One of the main goals for kindergarten boys is to develop a strong foundation in their understanding of numbers.

The study of science is integrated into language arts, math, and social studies through an inquiry learning approach.  Teachers use the scientific process to develop rational thinking skills as well as creative problem solving using a wide variety of materials such as quality literature, scientific apparatus, and items from the natural world.  Content knowledge and skills are researched and explored through technology and design briefs.  Kindergarten boys explore animal life cycles, seasons, plant and animal growth, human impact on the environment, and force.

Boys work to understand the concept of self in relation to family, community, and the world.  They gain an awareness of our diverse global society, specifically that while the ways in which we live are very different, our basic needs are the same.  Oral language is the framework used to foster creative and critical thinking skills as the boys verbalize and discuss their understandings of the world around them. Working collaboratively and using a wide variety of literature and technology, boys learn to appreciate the importance of natural resources and their role as environmental stewards.  London as a cultural center, the Arctic regions, Panama, Australia, and Japan are studied in depth with emphasis on becoming an empathetic and responsible global citizen. Boys also make a positive impact on their world through Service Learning projects that integrate social studies, language arts, math, and science.

Emphasis is given to developing listening skills in each lesson.  The students are able to understand the essence of what is being said or presented to them. Through repetitions the boys will acquire basic Spanish words. The boys are inspired to take risks by communicating in the target language. The boys develop an appreciation for diverse global societies through exposure to Spanish-speaking cultures.

Kindergarten music focuses on training the musical ear and feeling rhythm through gross motor skills and creative movement. Boys find their singing voices using solfege and echoing techniques. They learn chapel songs in both English and Spanish and study the four basic ways music can change – high/low (treble/bass), loud/soft (forte/piano), short/long (staccato/legato), and fast/slow (allegro/adagio).