Teacher: Barry Turner 

The Kindergarten classroom is the bridge between the family and school community. The goal of Kindergarten at Archway School is to promote social, emotional, physical, and intellectual growth. Our focus is on the process-a task or question, or a child's interaction with materials and ideas. The Kindergarten program teaches learning through doing, interacting with others, performing for others, reflecting, and sharing. Children learn to work both autonomously and cooperatively, listening, exploring, and creating. The socialization that naturally arises from this serves to build a learning community that is responsible for its thinking, actions, and acquisition of knowledge.

• Reading
• Writing
• Math
• Science
• Social Studies
• Spanish
• Art
• Music 
• Physical Education

Reading
Literacy is the cornerstone of a child's future education. From his/her early experiences in the classroom flow the impressions that will influence the child and the future adult. In Kindergarten, children learn about letters, words, and sounds. They apply this knowledge to read and eventually write simple sentences. Reading skills develop through reading time at school, library visits, reading buddies, and word webs. Storytelling, poetry, and singing are interwoven throughout the curriculum areas. Content and meaning are emphasized. Phonics is taught contextually; phonemic awareness is learned through play-acting in which alphabet characters interact and create a yearlong story.

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Writing
The symbols of communication are taught kinesthetically, through drawing and signs first, and then with sounds. Children learn to write uppercase and lowercase letters of the alphabet independently and at their own pace. Students write words and brief sentences describing people, experiences, objects, or events. Activities like weekly journals, journal buddies, class-made books, and parent news provide frequent writing practice.

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Math
Math is everywhere! Students use math daily in activities such as cooking, taking roll, seeking consensus and doing daily jobs. Students understand small numbers, quantities, and simple shapes in their everyday environment. They count, compare, describe, and sort objects and develop a sense of properties and patterns. During the Kindergarten year students learn number recognition to 100; sort objects and create and describe patterns by numbers, shapes, size, rhythms and colors; use manipulatives to solve simple math problems; and recognize basic geometric shapes in their environment.

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Science
Kindergarten explores three areas of science: physical science, life science, and earth science. In physical science, students observe, measure, and predict properties of materials-for example, water turning into ice and then resuming its original form. In life science, children recognize, compare and contrast the similarities and differences between types of plants and animals. Guided explorations arouse students' natural curiosity as they cooperate with partners, collect data, and document activities.

The Kindergarten curriculum is augmented by trips to local farms, parks, and museums; community services projects with seniors; library visits; and environmental service (coast and creek cleanup). The year culminates with a camping trip at Briones.

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Social Studies
Social studies activities focus on self-awareness and our relationships to others. Through self-study, students begin to explore their best ways of learning and interacting. Understanding and empathy evolve from the examination of different cultures, places, and times. Community service is a component of the program and emphasizes responding to the needs of the school community and the surrounding neighborhood.

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Spanish
Teacher: Beth Baugh | Number of classes per week: 2

This program is designed to make learning Spanish a happy and fun experience. Each lesson begins with a warm-up to review and practice Spanish words through songs, games, or TPR (Total Physical Response). New material is introduced once students have mastered previous lessons.

Spanish in the early elementary years uses physical activities, games, songs, and chants. Children learn how to introduce themselves, state their age and telephone number, count to twenty, compare quantities (mas/menos), describe location with prepositions, and hold small conversations. Students acquire basic vocabulary including animals, colors, food, the family, at school, at home, the body, and seasons. Engaging lessons on Latino culture round out the program.

Reviewing the concepts and words taught in class will help your child's progress in Spanish. 

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Art
Teacher: Laurie Polster | Number of periods per week: 2

Texts and resources: Various sources from media, field trips, and library materials.

The art curriculum is based on the California Board of Education's content standards for the visual arts, and emphasizes art as exploration-of both media and expression. Students are introduced to the basic vocabulary of art as part of this exploration.

The art program opens doors into various media as forms of communication. Imagination and aesthetic appreciation are fostered by encouraging students on all levels to experiment with ways to communicate through art. While formal observation and specific skills are taught, students benefit from a variety of creative assignments which allow for a wider latitude of successes.

In all grades, both independent work and collaborative projects build confidence in personal expression and social competence. First and second graders focus on small motor development while connecting content with stories, topics from other classes, and individual experience. Third and fourth graders are introduced to techniques that further develop motor skills while integrating more formal methods and vocabulary. All levels work in two and three dimensions in conjunction with cultural and historical references.

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Music
Teacher:  Jeff Luna-Sparks | Number of periods per week: 1

Music classes at Archway teach music literacy through a singing-based program that incorporates creativity along with music reading and writing using the fun and playful Kodály method. In-tune singing is the core of music instruction that also inspires students to express creativity through dance as they create their own choreography for musical productions. Instrument instruction during music class is used for accompaniment on percussion (bongo drums, maracas etc.) and melody instruments (e.g. recorders and xylophones). Children learn to read and write music using a sequential plan that is developmentally appropriate. Over time, students learn to compose their own music. Children who study the Kodály method for at least five years will be able to read or write any piece of music whether they have seen or heard it in the past. When Kodály students begin to play instruments, they learn two to three times as fast as students with no musical background.

Students can also elect to participate in after school chorus that performs in an outreach to the community. The chorus usually sings popular songs in public performance spaces for Archway community events, local businesses, and senior housing facilities.

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Physical Education
Teacher: Sarah Guy | Number of classes per week: 2

Archway School's P.E. program emphasizes fun, fitness, good sportsmanship, and skill development. We use developmentally appropriate games with the goal of full participation and cooperation between players of every skill level. Classes make use not only of our campus yard but also neighborhood and regional parks.

Every class begins with stretches and warm-up activities like Follow-the-Leader (K/1st) or jogging. Kindergarteners and first graders work especially on developing their spatial and body awareness, balance, and cooperation. Games with simple rules (e.g. Minnows and Sharks) promote physical movement, coordination, and positive group dynamics. Second through fourth grade students build on their previous skills by learning basic rules to more involved games. Over the course of the year, students discover a variety of physical activities, from dance and obstacle courses to yoga and jump rope. All activities aim to increase motor skills and physical fitness while fostering self esteem, mutual respect, and appreciation for others.

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Teacher: Barry Turner

The goal of Archway School's first grade curriculum is to lay strong educational foundations and prepare students to become life-long learners. Cognitive and social development is pursued by means of appropriate tasks, realistic expectations, open-ended questions and an environment of cooperative learning. Self-initiated and self-directed learning is promoted through 1) a positive classroom environment where mistakes are understood as opportunities for learning and differences in learning styles are recognized and incorporated; 2) an emphasis on pragmatic and authentic experiences; and 3) a focus on daily social interactions and opportunities for active choices.

• Language Arts
• Math
• Science
• Social Studies
• Spanish
• Art
• Music
• Physical Education

Language Arts
The first grade language arts curriculum includes reading, writing, listening, and speaking. Through each of these processes students express what they know, what they think, and what they value about the world. Because learning to read and write occurs over time and in a series of stages, children are taught to read at their own developmental pace. In first grade, students acquire the phonetic skills that will aid in the development of their reading and writing. They learn about short and long vowels, vowel pairs, and digraphs and blends to help them sound out words while they are reading. Students also learn a variety of "word wall" words that aid them in recognizing sight words when they are reading. Guided reading, buddy reading, and silent reading provide frequent opportunities for practice. Writing skills are taught to help the students become better writers, such as punctuation, form, and writing fiction and non-fiction.

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Math
First grade math exposes children to multiple strategies and tools to solve mathematical problems. Students learn to make decisions about how to set up and solve problems and to justify their reasoning. Rules, algorithms, and formulas emerge from student exploration and reasoning. Topics addressed include greater than and less than, one- and two-digit addition and subtraction, measurement, time in hour and half-hour increments, and identifying and working with money. Hands-on practice helps students visualize these concepts and understand their practical application.

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Science
Science at Archway is based on "learning by doing." First grade students develop observational skills, question and investigate life, and explore natural phenomena in a hands-on environment. Topics addressed include the human body, plant and animal life cycles, dinosaurs, magnets, and the solar system. Students explore these subjects through a variety of books and activities, including research projects, field trips, specialist visits, education videos and personal discovery through projects in the classroom.

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Social Studies
Social studies in first grade is largely about obtaining social skills, but does touch upon concepts of maps and community as students discuss the various jobs of people in our communities. The social skills help students develop a self-identity; improve interpersonal skills; and foster habits of tolerance, understanding, and critical inquiry. Students learn about their own rights and responsibilities in the classroom and in their community. Respect for other people and the rules by which we all must live are emphasized.

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Spanish
Teacher: Beth Baugh | Number of classes per week: 2

This program is designed to make learning Spanish a happy and fun experience. Each lesson begins with a warm-up to review and practice Spanish words through songs, games, or TPR (Total Physical Response). New material is introduced once students have mastered previous lessons.

Spanish in the early elementary years uses physical activities, games, songs, and chants. Children learn how to introduce themselves, state their age and telephone number, count to twenty, compare quantities (mas/menos), describe location with prepositions, and hold small conversations. Students acquire basic vocabulary including animals, colors, food, the family, at school, at home, the body, and seasons. Engaging lessons on Latino culture round out the program.

Reviewing the concepts and words taught in class will help your child's progress in Spanish. 

Back to Top

Art
Teacher: Laurie Polster | Number of periods per week: 2

Texts and resources: Various sources from media, field trips, and library materials.

The art curriculum is based on the California Board of Education's content standards for the visual arts, and emphasizes art as exploration-of both media and expression. Students are introduced to the basic vocabulary of art as part of this exploration.

The art program opens doors into various media as forms of communication. Imagination and aesthetic appreciation are fostered by encouraging students on all levels to experiment with ways to communicate through art. While formal observation and specific skills are taught, students benefit from a variety of creative assignments which allow for a wider latitude of successes.

In all grades, both independent work and collaborative projects build confidence in personal expression and social competence. First and second graders focus on small motor development while connecting content with stories, topics from other classes, and individual experience. Third and fourth graders are introduced to techniques that further develop motor skills while integrating more formal methods and vocabulary. All levels work in two and three dimensions in conjunction with cultural and historical references.

Back to Top

Music
Teacher:  Jeff Luna-Sparks | Number of periods per week: 1

Music classes at Archway teach music literacy through a singing-based program that incorporates creativity along with music reading and writing using the fun and playful Kodály method. In-tune singing is the core of music instruction that also inspires students to express creativity through dance as they create their own choreography for musical productions. Instrument instruction during music class is used for accompaniment on percussion (bongo drums, maracas etc.) and melody instruments (e.g. recorders and xylophones). Children learn to read and write music using a sequential plan that is developmentally appropriate. Over time, students learn to compose their own music. Children who study the Kodály method for at least five years will be able to read or write any piece of music whether they have seen or heard it in the past. When Kodály students begin to play instruments, they learn two to three times as fast as students with no musical background. 

Students can also elect to participate in after school chorus that performs in an outreach to the community. The chorus usually sings popular songs in public performance spaces for Archway community events, local businesses, and senior housing facilities.

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Physical Education
Teacher: Sarah Guy | Number of classes per week: 2

Archway School's P.E. program emphasizes fun, fitness, good sportsmanship, and skill development. We use developmentally appropriate games with the goal of full participation and cooperation between players of every skill level. Classes make use not only of our campus yard but also neighborhood and regional parks.

Every class begins with stretches and warm-up activities like Follow-the-Leader (K/1st) or jogging. Kindergarteners and first graders work especially on developing their spatial and body awareness, balance, and cooperation. Games with simple rules (e.g. Minnows and Sharks) promote physical movement, coordination, and positive group dynamics. Second through fourth grade students build on their previous skills by learning basic rules to more involved games. Over the course of the year, students discover a variety of physical activities, from dance and obstacle courses to yoga and jump rope. All activities aim to increase motor skills and physical fitness while fostering self esteem, mutual respect, and appreciation for others.

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Teacher: Joanne Rubio

The goals of the second grade year are not only to build on the academic foundations laid out in the first two years of school, but to give students a natural understanding of their own growth and development. This will in turn foster their ability to be academically confident, successful, and enthusiastic about their own education. Students learn to build a caring community through a democratic process called Tribes. The Tribes process develops a positive environment for students promoting individual growth and learning.

• Language Arts
• Math
• Science
• Social Studies
• Spanish
• Art
• Music
• Physical Education

Language Arts
In second grade language arts, students begin to extend their understanding of narrative and descriptive text through literature, writing activities, and games. Academically appropriate assignments like short story writing help students increase their overall proficiency in written and oral communication. In addition, students keep daily journals for personal reflection and growth. Second graders learn to compose clear, coherent, descriptive sentences and paragraphs that develop a central idea. They are introduced to the stages of the writing process: brainstorming, drafting, revising, and final draft. Students are exposed to a variety of literature through read-alouds and independent reading. Grammatical instruction focuses on the parts of speech and the appropriate use of each.

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Math
Second-grade math uses a wide variety of hands-on, manipulative-based activities. Students learn to understand place value and how it is related to addition and subtraction through various assignments and games. Second graders also learn to measure quantities with appropriate units, to classify shapes, and to recognize geometric attributes. Students study time and money and receive an introduction to multiplication and division through personal and real-world experiences.

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Science 
Science is integrated into language arts, reading, math, art, and other academic areas. In second grade, students spend a great deal of time observing and explaining what they "see." Students experience physical, life, and earth science and participate in hands-on activities like raising and releasing trout and tadpoles. They create aquatic habitats and learn the cycle of resource consumption, recycling, and composting. In addition, students are involved in a community garden project and maintain an indoor and outdoor garden year round.

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Social Studies
Students explore the lives of people who make a difference in their everyday lives and hear the stories of extraordinary people from history (heroes) whose achievements have touched the lives of ordinary people. As part of this exploration, students learn about people in the community who supply goods and provide services for others-for example, the people involved in the production and processing of food, past and present. Students look at land use in California and learn about maps, including cardinal directions and the seven continents and fifty states.

The second grade curriculum is augmented by trips to local farms, parks, museums, community services projects, and library visits.

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Spanish
Teacher: Beth Baugh | Number of classes per week: 2

In the middle elementary years, students gradually increase their knowledge base through physical activities, games, songs, and frequent conversational practice. Vocabulary introduced and reviewed includes numbers, colors, basic expressions, days/months/seasons, clothing, food, the family, classroom and household objects, and the body. In second grade, students create phrases with es and son; by fourth grade, they have learned more verbs, including ser, estar, tener, llamar, and llevar. Grammar lessons teach noun gender, articles, possessive adjectives, prepositions, adverbs, and commands.

Classes continue to use proven total physical response techniques to teach kinesthetically.

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Art
Teacher: Laurie Polster | Number of periods per week: 2

Texts and resources: Various sources from media, field trips, and library materials.

The art curriculum is based on the California Board of Education's content standards for the visual arts, and emphasizes art as exploration-of both media and expression. Students are introduced to the basic vocabulary of art as part of this exploration.

The art program opens doors into various media as forms of communication. Imagination and aesthetic appreciation are fostered by encouraging students on all levels to experiment with ways to communicate through art. While formal observation and specific skills are taught, students benefit from a variety of creative assignments which allow for a wider latitude of successes.

In all grades, both independent work and collaborative projects build confidence in personal expression and social competence. First and second graders focus on small motor development while connecting content with stories, topics from other classes, and individual experience. Third and fourth graders are introduced to techniques that further develop motor skills while integrating more formal methods and vocabulary. All levels work in two and three dimensions in conjunction with cultural and historical references.

Back to Top

Music
Teacher:  Jeff Luna-Sparks | Number of periods per week: 1

Students can also elect to participate in after school chorus that performs in an outreach to the community. The chorus usually sings popular songs in public performance spaces for Archway community events, local businesses, and senior housing facilities.

Back to Top

Physical Education
Teacher: Sarah Guy | Number of classes per week: 2

Archway School's P.E. program emphasizes fun, fitness, good sportsmanship, and skill development. We use developmentally appropriate games with the goal of full participation and cooperation between players of every skill level. Classes make use not only of our campus yard but also neighborhood and regional parks.

Every class begins with stretches and warm-up activities like Follow-the-Leader (K/1st) or jogging. Kindergarteners and first graders work especially on developing their spatial and body awareness, balance, and cooperation. Games with simple rules (e.g. Minnows and Sharks) promote physical movement, coordination, and positive group dynamics. Second through fourth grade students build on their previous skills by learning basic rules to more involved games. Over the course of the year, students discover a variety of physical activities, from dance and obstacle courses to yoga and jump rope. All activities aim to increase motor skills and physical fitness while fostering self esteem, mutual respect, and appreciation for others.

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Teacher: Joanne Rubio

The goal of Archway's third grade curriculum is to guide, encourage, and respect each student's natural curiosity, social and emotional development, love of learning, and learning style or preference. Our focus is on developing a child's autonomy by promoting self-reliance, initiative, and personal responsibility through creative independent and group work. Students learn to take full responsibility for the planning, design, and creation of projects.

• Language Arts
• Math
• Science
• Social Studies
• Spanish
• Art
• Music
• Physical Education

Language Arts
The third grade language arts curriculum aims to develop communication skills: reading, writing, listening, and speaking. A core value of this curriculum is to assist students in understanding that all of these forms of communication are a process that can be modified depending on the purpose or goal of the communication.

Students read and respond to a wide variety of significant works of children's literature. Literary terms are introduced: theme, plot, setting, and characters. The goal for the third grader is to emerge from this year as an independent reader with a firm understanding of his or her reading level and interests.

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider audience and purpose. Students learn and progress through the stages of the writing process: prewriting, drafting, revising, editing, and publishing. 

Students study poetry in many different forms and apply those forms in original verse. Oral communication practice occurs through debates, in which students learn how to compose arguments, counter arguments, and return arguments.

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Math
In third grade, students deepen their understanding of place value and their facility with addition, subtraction, multiplication, and division of whole numbers. Students estimate, measure, and describe objects in space; represent number relationships; use patterns to solve problems; and conduct simple probability experiments. Students use their knowledge of problem-solving to generalize results and apply them to other mathematical situations. Topics in math include place value, numbers 0-10,000, geometry and measurement, pre-algebra, statistics and probability, and mathematical reasoning.

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Science 
Third grade science covers a variety of topics including animals, plants, matter and light, space, and energy. Through investigation and experimentation students learn the scientific method of observation and hypothesis, making predictions, collecting and analyzing data, and drawing logical conclusions. Animals are studied in terms of their classification, eating habits, and general lifestyle. The cycle of growth from seeds into plants is a major theme during the plant unit.

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Social Studies
Third grade social studies focuses on our communities and their connections to the past, present and future. Students examine how local, regional, and national traditions have developed and how they have left their impressions on contemporary society. Within this spectrum, students learn about American Indian Nations, local community history, and historical American heroes. Emphasis in social studies is on the geography of California and the human use of resources. In addition, students examine American culture, the branches of government, and the rules and laws of our society. Students continue to use maps and practice map reading.

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Spanish
Teacher: Beth Baugh | Number of classes per week: 2

In the middle elementary years, students gradually increase their knowledge base through physical activities, games, songs, and frequent conversational practice. Vocabulary introduced and reviewed includes numbers, colors, basic expressions, days/months/seasons, clothing, food, the family, classroom and household objects, and the body. In second grade, students create phrases with es and son; by fourth grade, they have learned more verbs, including ser, estar, tener, llamar, and llevar. Grammar lessons teach noun gender, articles, possessive adjectives, prepositions, adverbs, and commands.

Classes continue to use proven total physical response techniques to teach kinesthetically.

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Art
Teacher: Laurie Polster | Number of periods per week: 2

Texts and resources: Various sources from media, field trips, and library materials.

The art curriculum is based on the California Board of Education's content standards for the visual arts, and emphasizes art as exploration-of both media and expression. Students are introduced to the basic vocabulary of art as part of this exploration.

The art program opens doors into various media as forms of communication. Imagination and aesthetic appreciation are fostered by encouraging students on all levels to experiment with ways to communicate through art. While formal observation and specific skills are taught, students benefit from a variety of creative assignments which allow for a wider latitude of successes.

In all grades, both independent work and collaborative projects build confidence in personal expression and social competence. First and second graders focus on small motor development while connecting content with stories, topics from other classes, and individual experience. Third and fourth graders are introduced to techniques that further develop motor skills while integrating more formal methods and vocabulary. All levels work in two and three dimensions in conjunction with cultural and historical references.

Back to Top

Music
Teacher:  Jeff Luna-Sparks | Number of periods per week: 1

Students can also elect to participate in after school chorus that performs in an outreach to the community. The chorus usually sings popular songs in public performance spaces for Archway community events, local businesses, and senior housing facilities.

Back to Top

Physical Education
Teacher: Sarah Guy | Number of classes per week: 2

Archway School's P.E. program emphasizes fun, fitness, good sportsmanship, and skill development. We use developmentally appropriate games with the goal of full participation and cooperation between players of every skill level. Classes make use not only of our campus yard but also neighborhood and regional parks.

Every class begins with stretches and warm-up activities like Follow-the-Leader (K/1st) or jogging. Kindergarteners and first graders work especially on developing their spatial and body awareness, balance, and cooperation. Games with simple rules (e.g. Minnows and Sharks) promote physical movement, coordination, and positive group dynamics. Second through fourth grade students build on their previous skills by learning basic rules to more involved games. Over the course of the year, students discover a variety of physical activities, from dance and obstacle courses to yoga and jump rope. All activities aim to increase motor skills and physical fitness while fostering self esteem, mutual respect, and appreciation for others.

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Teacher: Teresa Chen 

Fourth Grade is the bridge between Archway's lower and upper grades. The goal of fourth grade is to promote each student's independence, self reliance, and organization while expanding academic skills and understanding. Students continue to work autonomously and cooperatively in a hands-on environment. Fourth graders strengthen their social and leadership skills through conflict manager training and serve as Archway's conflict managers on the play yard.

• Language Arts
• Math
• Science
• Social Studies
• Spanish
• Art
• Music
• Physical Education

Language Arts
In fourth grade, a student becomes an increasingly independent reader and writer. To do this, he or she must acquire the necessary skills of decoding unfamiliar words and understanding meaning from their context. Students make predictions in their reading and can readily identify plot, setting, characters, and theme. Analytical skills and multicultural awareness are strengthened as students compare and contrast stories from various cultures. In writing, students pen creative stories and create multiple-paragraph compositions. Literature is varied and includes fiction, fables, drama, non-fiction, short stories, biography and poetry.

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Math
Students continue their application of the four operations to larger numbers. They describe and compare simple fractions and decimals, understand the properties of plane geometric figures, and collect and analyze data to answer questions. Students are introduced to finding the average in a set of numbers. Other topics include negative numbers and factoring small whole numbers.

Students develop understanding and competency by solving problems and discussing their solutions in writing and orally. Using a variety of math resources, students strategize, find patterns, collaborate, play math games, and practice standard algorithms.

Text: McGraw Hill Mathematics California Edition, Grade 4

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Science
In their study of physical, earth and life science students learn about electricity and magnetism, food chains of native species, native insects, the solar system, water cycles and sources of water, and decomposers and their role in the food chain. Topics of local interest include the recycling of organic matter, waste recycling by humans, the water cycle and sources of water, and the scarcity and importance of water in California and throughout the world.

The fourth grade curriculum is augmented by trips to local farms, parks, museums, community services projects, and library visits. In addition, fourth graders go on an annual camping trip. In keeping with Archway's focus on community and community service, the objectives of the trip are community building and group cooperation and bonding.

Text: Various sources, including GEMS (Great Explorations in Math and Science) units by the Lawrence Hall of Science: Web of Water--Life in Redwood Creek; In Full View--Three Ways of Seeing California Plants; Keepers of the Earth, Keepers of the Animals, Keepers of Life; and Waterdrum Science. 

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Social Studies
Fourth grade students discover their own unique heritage and how it relates to geography (local, state, national, and worldwide). Students learn about California's past and present: the diverse cultures and history of the State's Indigenous Peoples; European exploration and the resulting presidios, ranchos and missions; the Mexican-American War; the Gold Rush; immigration and associated policies; the effects of the Depression, Dust Bowl and World Wars; and water sources and use. Students also learn about local, state and federal governments through an introductory study of the U.S. Constitution and its origins from the Great Law of Peace.

Text: Oh! California (Houghton Mifflin); other sources

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Spanish
Teacher: Beth Baugh | Number of classes per week: 2

In the middle elementary years, students gradually increase their knowledge base through physical activities, games, songs, and frequent conversational practice. Vocabulary introduced and reviewed includes numbers, colors, basic expressions, days/months/seasons, clothing, food, the family, classroom and household objects, and the body. In second grade, students create phrases with es and son; by fourth grade, they have learned more verbs, including ser, estar, tener, llamar, and llevar. Grammar lessons teach noun gender, articles, possessive adjectives, prepositions, adverbs, and commands.

Classes continue to use proven total physical response techniques to teach kinesthetically.

Back to Top

Art
Teacher: Laurie Polster | Number of periods per week: 2

Texts and resources: Various sources from media, field trips, and library materials.

The art curriculum is based on the California Board of Education's content standards for the visual arts, and emphasizes art as exploration-of both media and expression. Students are introduced to the basic vocabulary of art as part of this exploration.

The art program opens doors into various media as forms of communication. Imagination and aesthetic appreciation are fostered by encouraging students on all levels to experiment with ways to communicate through art. While formal observation and specific skills are taught, students benefit from a variety of creative assignments which allow for a wider latitude of successes.

In all grades, both independent work and collaborative projects build confidence in personal expression and social competence. First and second graders focus on small motor development while connecting content with stories, topics from other classes, and individual experience. Third and fourth graders are introduced to techniques that further develop motor skills while integrating more formal methods and vocabulary. All levels work in two and three dimensions in conjunction with cultural and historical references.

Back to Top

Music
Teacher:  Jeff Luna-Sparks | Number of periods per week: 1

Students can also elect to participate in after school chorus that performs in an outreach to the community. The chorus usually sings popular songs in public performance spaces for Archway community events, local businesses, and senior housing facilities.

Back to Top

Physical Education
Teacher: Sarah Guy | Number of classes per week: 2

Archway School's P.E. program emphasizes fun, fitness, good sportsmanship, and skill development. We use developmentally appropriate games with the goal of full participation and cooperation between players of every skill level. Classes make use not only of our campus yard but also neighborhood and regional parks.

Every class begins with stretches and warm-up activities like Follow-the-Leader (K/1st) or jogging. Kindergarteners and first graders work especially on developing their spatial and body awareness, balance, and cooperation. Games with simple rules (e.g. Minnows and Sharks) promote physical movement, coordination, and positive group dynamics. Second through fourth grade students build on their previous skills by learning basic rules to more involved games. Over the course of the year, students discover a variety of physical activities, from dance and obstacle courses to yoga and jump rope. All activities aim to increase motor skills and physical fitness while fostering self esteem, mutual respect, and appreciation for others.

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• English
• Math
• History
• Science
• Art
• Media
• Spanish
• Physical Education

English
Teacher: Pamela Landes-Brenman | Number of classes per week: 5 

Sixth grade language arts seeks to expand students' understanding and appreciation of literature and to develop creativity and communication skills. In their reading, students discover major genres of literature including poetry, short stories, and novels. Selections focus on two themes: multicultural issues and ancient history connections. Literature selections aid in the cultivation of ethics, teaching the value of assuming personal responsibility, and practicing moral judgment. Students refine their reading comprehension skills through thinking critically. Specific skills include participating in guided discussions, making inferences, finding evidence to support literary points, interpreting an author's meaning, and responding to literature.

Writing instruction includes a wide range of projects with an emphasis on reading/writing response. Students study spelling patterns, vocabulary, sentence structure, parts of speech, and the elements of a paragraph. Students keep informal writing journals, research, write, and revise more formal compositions. Oral language skills are developed through participation in small and whole group discussions and formal and informal presentations. In writing, students explore a variety of writing forms and their purposes. Students learn and apply the writing process (prewriting, draft, revise/edit, publishing) to improve the clarity of the final product. Students progress individually through the stages of the writing process as needed.

Spelling text: Spell-It-Write

Literature integrated with history program: Boy of the Painted Cave, The Golden Goblet, Ulysses by Bernard Evslin.

Thematic literary selections: The True Confessions of Charlotte Doyle; Dragonwings; Roll of Thunder, Hear My Cry; Number the Stars; The Breadwinner.

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Math

Math Course Options open to 6th Graders:

Foundations for Algebra, Year 1 (FFA1)
Teacher: Becky Policar | Number of classes per week: 5
Grade Level: Open to 5th-7th graders

College Preparatory Mathematics is a middle school mathematics program that integrates basic skills and topics with conceptual understanding and problem solving strategies to achieve a complete and balanced mathematics curriculum. The two middle grades courses (FFA1 and FFA2) are designed to prepare students for Algebra.

Students will apply their knowledge of the four basic operations to whole numbers, positive fractions, positive decimals, and positive and negative integers. Statistics and probability will be introduced. Students will be exposed to geometry; including finding area and perimeter of various geometric figures. Algebraic equations will be introduced this year as well. The CPM curriculum uses a variety of teaching methodologies, including lecture, class discussions, manipulatives, and structured study teams. During class, students work on guided investigations in groups to develop mathematical concepts and problem solving skills. Teachers lecture regularly and summarize lessons based on the observed needs of the students. 

Texts: College Preparatory Math/FFA1, Volumes 1 & 2

Foundations for Algebra, Year 2 (FFA2)
Teacher: Becky Policar | Number of classes per week: 5
Grade Levels: Open to 6th-8th graders who have completed FFA1 

The College Preparatory Mathematics (CPM) curriculum uses a variety of teaching methodologies, including lecture, class discussions, manipulatives, and structured study teams. During class, students actively work on guided investigations, much like "math labs," to develop mathematical concepts and problem solving skills. Teachers lecture regularly and summarize lessons based on the observed needs of the students.

 FFA2 is a review and continuation of FFA1, a pre-algebra program. The concepts learned in FFA1 go into increased depth in FFA2, the goal being that students will be prepared for Algebra I next year.

In this class, emphasis is again on organization of math materials, group work, and applying concepts to math problems. Curriculum covered includes data interpretation, integer operation and graphing, equations, probability/fractions, algebraic sentences, solving equations, ratios and proportion, division of fractions, percentages, the Pythagorean theorem, slopes and rates of change, exponents, scientific notation, and volume.

Text: College Preparatory Mathematics/FFA2, Volumes 1 and 2

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Ancient History

 Teacher: Mollie Mowat | Number of classes per week: 4 

In sixth grade, students study ancient history from the beginnings of early Homo sapiens and emergent civilizations, to North African and early Asian civilizations, through the Golden Age of the Greek and Roman Empires. Students examine the question of how ancient history relates to modern western civilization by continually comparing and contrasting the environment, government, culture, and challenges of the modern world with those of the ancient world.

Students create various hands-on projects that include a research paper, models of ancient masks, habitats, ancient temples, and wonders of the world to make these lessons come alive. Classes encourage incorporation of drama and the visual arts in lessons about the ancient world. Students make presentations on their research and evaluate their own and other class members' presentations.

As part of the history program, students learn to organize and write a research paper from the ground up; gathering/organization of facts, outlining of ideas, writing a draft, editing, final presentation are addressed. In addition, students make oral presentations on history projects related to their studies.

Text: Ancient Civilizations, Prentice Hall; other sources

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Science

Teacher: Nick Herman | Number of classes per week: 4

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Art
Teacher: Laurie Policar | Number of classes per week: 2

The art curriculum is based on the California Board of Education's content standards for the visual arts. Students build upon the basic art vocabulary, developing techniques in various media based on personal expression and historical reference. Class discussions explore the relationships between subject and selection of media, how cultural context affects both the viewer and the artist, and how art can be seen as a form of translation, among other things.

Students are introduced to formal critiques, giving them practice with verbal analysis of their own work as well as a platform for peer review. Through critiques students take responsibility for their own process, addressing whether or not the directions were followed, how each person interpreted the assignment, as well as what was discovered about materials and experimentation. Students focus on careful articulation of their opinions as they begin to understand how to evaluate works of their own in a manner similar to that of established artists.

Upper campus students use art history as a point of entry for technical lessons. Throughout the year, important figures from the arts are introduced within a cultural context. Students observe works from a period or movement, which inform their projects in various media. In drawing, painting, and sculpture, attention to technical skills is balanced by students' recognition of their own developing personal styles.

Texts/resources: Various sources from assorted media including Scholastic Art, field trips, and library materials.

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Media
Teacher: Laurie Policar | Number of classes per week: 2

This weekly course will focus on the fundamentals of technology for research, writing, and basic media production. Students will be introduced to techniques for using the computer and digital-based resources for doing homework, class projects, and research. The objective is to enhance each student's work flow through a better understanding of the technology, and to demonstrate the potential for creative productivity.

Projects will include producing short slide shows, creating visually dynamic presentations and graphics for other classes, and a rudimentary introduction to digital music production. Students will also learn to edit photos, and produce finished projects to CD and/or DVD. Additionally, students will be introduced to fundamental tasks of work flow, key commands, and good file organization.

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Spanish
Teacher: Beth Baugh | Number of classes per week: 2

Spanish for sixth grade students focuses on speaking, writing, listening and reading, with an emphasis on grammar. Grammatical topics include noun gender and number, definite and indefinite articles, antonyms, prepositions, the verbs ser and estar, subject pronouns, question words, and adjective agreement. Oral response, dialogue and games promote the practice of frequently used expressions and vocabulary. Students hold beginning conversations in Spanish.

Students learn about Spanish-speaking cultures through projects and activities such as field trips, films, cooking, learning about holidays, and creating a marketplace. Additionally, we use catalogs, newspapers, and other print media. TPR, Typical Physical Response, continues to aid learning. 

Texts and materials: Assorted texts

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Physical Eduation
Teacher: Eric Andersen | Number of classes per week: 2

Physical education in the upper school aims to promote cooperation in the pursuit of a common goal and to teach students to overcome challenges with integrity. The class introduces a variety of sports and games including basketball, volleyball, jogging, kickball, and dodgeball, with the end goal of developing and enjoying movement and maintaining health and fitness. Students are taught the following in compliance with California standards for physical education:

1. Learning movement in a variety of ways
2. Learning effective and efficient movement
3. Understanding the fundamentals of movement
4. Appreciation for the aesthetics of creative movement
5. Enjoyment of movement for movement's sake
6. Development of skills needed to select appropriate activities to develop and maintain a high level of health-related physical fitness.

In addition to P.E. classes, students enjoy hiking and camping experiences as part of their environmental education. Archway's physical education program strives to promote an enjoyment of and appreciation for physical fitness that will continue into students' adult lives.

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• English
• History
• Science
• Math
• Spanish
• Art
• Media
• Physical Education 

English
Teacher: Pamela Landes-Brenman | Number of classes per week: 5 

This class exposes students to more major genres of literature (novel, short story, drama, poetry, biography, and others). Through a variety of class activities, students will develop skills as effective listeners, speakers, readers, and writers. Literary selections present a variety of perspectives and voices that fall under the general theme of "adolescent perspectives, truths, and realities." In all their readings, students explore both the literal and abstract levels of a text.

In writing, students experiment with an assortment of different writing styles, including poetry; short stories; research papers; and persuasive, descriptive, and expository essays. Instruction continues to emphasize the writing process of draft writing, peer/teacher editing, and publishing. Students are expected to participate in class discussion and in group work. Working collaboratively and independently, students deliver focused, coherent presentations that convey ideas clearly. Students are required to keep a record of independent reading and must read 500 pages of outside reading per quarter and present a project on an independent book of their choice. 

Texts: The House on Mango Street, Gathering Blue, The Giver, The Pearl, Animal Farm, Anne Frank: The Diary of a Young Girl, Farewell to Manzanar, African folktales, short stories, and poetry.

Texts related to history studies: Catherine Called Birdy, Den of the White Fox

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History

Teacher: Mollie Mowat | Number of classes per week: 5 

The seventh grade class participates in the World History Tour. This comprehensive "tour" details religion, philosophy, art, music, politics, and cultural traditions of past societies. Students develop an awareness of world history through careful examination of the causes and effects of events throughout the Middle Ages, the Islamic Empire, early African cultures, China and its dynasties, feudal Japan, Medieval Europe, the Renaissance, the Reformation Era, and early civilizations of the Americas. Many current world events are also examined through the lens of past historical influences. Geographical resources and literature are used extensively in conjunction with the main narrative text.

Students develop note-taking skills through use of an interactive notebook. Students also participate in role play, art, and media projects as part of their analytical and communication skill building. These projects include a class film on Medieval life, Chinese puppetry, and various group presentations. 

Text: Across The Centuries: Houghton Mifflin; other sources

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Science

Teacher: Nick Herman | Number of classes per week: 4 

In alternating years, both 7th and 8th grade science classes focus on life science or physical science. In life science, topics will include cell biology, genetics, ecology, and other biological systems. We start out the year by getting comfortable working with data and measurement of all types. At the 8th grade level, greater emphasis is put on graphing and analyzing data. In 7th grade, students are expected to start engaging with questions of greater depth, while 8th graders are expected to participate in more discussions in which there may not be one correct answer, and attempt to grapple with evidence in the face of the unknown to draw conclusions. There is ample opportunity in both classes for labs and projects of many types, such as: field studies based on measurement and data, blind taste and sensory tests of fruit to figure out which specimens are organic (in conjunction with articles and discussions of what "organic" means), working with microscopic samples, using household supplies to test for various chemical compounds in the cells of every day foods. 

Math

Math Course Options open to 7th Graders:

Foundations for Algebra, Year 1 (FFA1)
Teacher: Becky Policar | Number of classes per week: 5
Grade Level: Open to 5th-7th graders

College Preparatory Mathematics is a middle school mathematics program that integrates basic skills and topics with conceptual understanding and problem solving strategies to achieve a complete and balanced mathematics curriculum. The two middle grades courses (FFA1 and FFA2) are designed to prepare students for Algebra.

Students will apply their knowledge of the four basic operations to whole numbers, positive fractions, positive decimals, and positive and negative integers. Statistics and probability will be introduced. Students will be exposed to geometry; including finding area and perimeter of various geometric figures. Algebraic equations will be introduced this year as well. The CPM curriculum uses a variety of teaching methodologies, including lecture, class discussions, manipulatives, and structured study teams. During class, students work on guided investigations in groups to develop mathematical concepts and problem solving skills. Teachers lecture regularly and summarize lessons based on the observed needs of the students. 

Texts: College Preparatory Math/FFA1, Volumes 1 & 2

Foundations for Algebra, Year 2 (FFA2)
Teacher: Becky Policar | Number of classes per week: 5
Grade Levels: Open to 6th-8th graders who have completed FFA1 

The College Preparatory Mathematics (CPM) curriculum uses a variety of teaching methodologies, including lecture, class discussions, manipulatives, and structured study teams. During class, students actively work on guided investigations, much like "math labs," to develop mathematical concepts and problem solving skills. Teachers lecture regularly and summarize lessons based on the observed needs of the students.

FFA2 is a review and continuation of FFA1, a pre-algebra program. The concepts learned in FFA1 go into increased depth in FFA2, the goal being that students will be prepared for Algebra I next year.

In this class, emphasis is again on organization of math materials, group work, and applying concepts to math problems. Curriculum covered includes data interpretation, integer operation and graphing, equations, probability/fractions, algebraic sentences, solving equations, ratios and proportion, division of fractions, percentages, the Pythagorean theorem, slopes and rates of change, exponents, scientific notation, and volume.

Text: College Preparatory Mathematics/FFA2, Volumes 1 and 2

Algebra
Teacher: Becky Policar | Number of classes per week: 5
Grade Levels: Open to 7th-8th graders who have completed FFA 2

This is an eighth-grade level algebra course for students who have successfully completed two levels of pre-algebra. Students learn skills that enable them to analyze and solve problems. They use ratios and proportions; solve, graph, and represent information with equations, solve word problems, and learn tricks to reorganize equations into more useful forms. Most importantly, students see how math is important and useful in the real world. To that end, students participate in a year-long project to envision a future life for themselves when they turn 21. They will find a job and a place to live, keep a checkbook, pay their bills and taxes, and use algebra to budget money for their future life.

Text: College Preparatory Mathematics/Algebra I

Geometry
Teacher: Becky Policar | Number of classes per week: 5
Grade Levels: Offered to advanced students who have completed Algebra I 

This is a high-school level course for those students who have successfully completed Algebra I. Students learn a core set of geometric facts and relationships through College Preparatory Mathematics' problem-solving, team-based curriculum. Students use various problem-solving skills to organize data, find patterns, and make and test conjectures about geometric figures. They learn to communicate mathematical ideas in the form of logical arguments and proofs and use geometry to study area, perimeter, ratios, transformations, congruence and functions. In addition, students read Flatland to better understand the relationship between one-, two-, three-, and even four-dimensional figures and use their geometry skills to design a new kitchen in their home.

Text: College Preparatory Mathematics 2/Geometry

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Spanish

Teacher: Beth Baugh | Number of classes per week: 2

In seventh and eighth grade, Spanish class continues to focus on speaking, listening, reading and writing. In speaking, students are able to handle a number of interactive, task-oriented, and social situations. Students can ask and answer questions, initiate and respond to simple statements, and maintain some face-to-face conversation. Vocabulary adequately expresses elementary needs and repetition improves pronunciation.

In listening, students understand short, learned utterances and comprehend words and phrases from simple questions and statements. Students learn through constant repetition and rephrasing of speech for comprehension. TPR and assorted games promote retention.

In reading, students are able to understand main ideas and some facts from linguistically simple texts with clear, chronological sequencing. Students can write simple compositions; supply information; and write names, numbers, dates, nationality, and other basic autobiographical information. Dictation is used consistently.

Students explore various Spanish-speaking cultures through projects and activities that include field trips, films, cooking, learning about holidays, and creating a restaurant or marketplace.

Texts: Buen Viaje, Adelante, and others

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Art
Teacher: Laurie Polster | Number of classes per week: 2

The art curriculum is based on the California Board of Education's content standards for the visual arts. Students build upon the basic art vocabulary, developing techniques in various media based on personal expression and historical reference. Class discussions explore the relationships between subject and selection of media, how cultural context affects both the viewer and the artist, and how art can be seen as a form of translation, among other things.

Students are introduced to formal critiques, giving them practice with verbal analysis of their own work as well as a platform for peer review. Through critiques students take responsibility for their own process, addressing whether or not the directions were followed, how each person interpreted the assignment, as well as what was discovered about materials and experimentation. Students focus on careful articulation of their opinions as they begin to understand how to evaluate works of their own in a manner similar to that of established artists.

Upper campus students use art history as a point of entry for technical lessons. Throughout the year, important figures from the arts are introduced within a cultural context. Students observe works from a period or movement, which inform their projects in various media. In drawing, painting, and sculpture, attention to technical skills is balanced by students' recognition of their own developing personal styles.

Texts/resources: Various sources from assorted media including Scholastic Art, field trips, and library materials.

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Media
Teacher: Laurie Polster | Number of classes per week: 2

Both of these weekly classes will build on the same resources as grades 5-6 (above) with an emphasis on intermediate and advanced techniques for digital work. Projects will include production and editing of video, slide shows, multi-track audio production, and basic layout and design using the latest industry standard software and tools.

Additionally, students will be encouraged to use the weekly lab as a resource for enhancing projects for core classes including internet pod-casts and classroom presentations using Power Point and Keynote (Mac). Fundamental techniques of basic computer use, file sharing, networking, and trouble shooting will also be taught early in the year, and in tandem with various projects throughout the year.

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• English
• Math
• History
• Science
• Spanish
• Art
• Media
• Physical Education

English
Teacher: Pamela Landes-Brenman | Number of classes per week: 5 

This class continues to expose students to various styles of reading and writing. Students read texts from the four main literary genres (novel, short story, drama, poetry). Selections from these genres represent a variety of perspectives that fall under the theme of "psychology of the self." In all readings, students learn to understand the literal, symbolic, and metaphorical levels of a text.

In writing, students continue to experiment with an assortment of different writing styles including vignette, memoir, short story, poetry, description, and analytical/expository essays. Students write informal journal entries, short stories, poetry, and several formal papers throughout the year. Students deliver oral responses to literature and give persuasive, narrative, and research-based/informational presentations. The course teaches spelling, grammar and vocabulary within the context of student's reading and writing. Students maintain portfolios of their writing and have an outside reading requirement of 500 pages per quarter. Periodically, students are asked to reflect upon their progress as writers and readers. Students are expected to participate regularly in class discussion and in group work. 

Texts: The Lord of the Flies, To Kill a Mockingbird, I Know Why the Caged Bird Sings, The Color Purple, Night, Witness, Catcher in the Rye, short stories and poetry, independent reading.

Texts related to history: The Crucible, Romeo and Juliet

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Math

Math Course Options open to 8th Graders:

Foundations for Algebra, Year 2 (FFA2)

Teacher: Becky Policar | Number of classes per week: 5

Grade Levels: Open to 6th-8th graders who have completed FFA1 

The College Preparatory Mathematics (CPM) curriculum uses a variety of teaching methodologies, including lecture, class discussions, manipulatives, and structured study teams. During class, students actively work on guided investigations, much like "math labs," to develop mathematical concepts and problem solving skills. Teachers lecture regularly and summarize lessons based on the observed needs of the students.

FFA2 is a review and continuation of FFA1, a pre-algebra program. The concepts learned in FFA1 go into increased depth in FFA2, the goal being that students will be prepared for Algebra I next year.

In this class, emphasis is again on organization of math materials, group work, and applying concepts to math problems. Curriculum covered includes data interpretation, integer operation and graphing, equations, probability/fractions, algebraic sentences, solving equations, ratios and proportion, division of fractions, percentages, the Pythagorean theorem, slopes and rates of change, exponents, scientific notation, and volume.

Text: College Preparatory Mathematics/FFA2, Volumes 1 and 2

Algebra
Teacher: Becky Policar | Number of classes per week: 5
Grade Levels: Open to 7th-8th graders who have completed FFA 2

This is an eighth-grade level algebra course for students who have successfully completed two levels of pre-algebra. Students learn skills that enable them to analyze and solve problems. They use ratios and proportions; solve, graph, and represent information with equations, solve word problems, and learn tricks to reorganize equations into more useful forms. Most importantly, students see how math is important and useful in the real world. To that end, students participate in a year-long project to envision a future life for themselves when they turn 21. They will find a job and a place to live, keep a checkbook, pay their bills and taxes, and use algebra to budget money for their future life.

Text: College Preparatory Mathematics/Algebra I

Geometry
Teacher: Becky Policar | Number of classes per week: 5
Grade Levels: Offered to advanced students who have completed Algebra I 

This is a high-school level course for those students who have successfully completed Algebra I. Students learn a core set of geometric facts and relationships through College Preparatory Mathematics' problem-solving, team-based curriculum. Students use various problem-solving skills to organize data, find patterns, and make and test conjectures about geometric figures. They learn to communicate mathematical ideas in the form of logical arguments and proofs and use geometry to study area, perimeter, ratios, transformations, congruence and functions. In addition, students read Flatland to better understand the relationship between one-, two-, three-, and even four-dimensional figures and use their geometry skills to design a new kitchen in their home.

Text: College Preparatory Mathematics 2/Geometry

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History
Teacher: Mollie Mowat | Number of classes per week: 5 

Eighth grade participates in a comprehensive study of United States history and government. Students develop an awareness of American government and history through examination of the cause and effect of historical events and their relevance to a modern society. Since the course is taught both chronologically and thematically, there is a special focus on projects during the thematic units. These units include (but are not limited to) a study of Native Americans, women in the U.S., immigration, and the African American experience. Current local, national, and world events are also examined through the lens of past historical influences.

This comprehensive course also takes an analytical approach to various elements such as religion, philosophy, art, music, politics, and cultural traditions that have shaped the nation. Geographical resources and literature are used extensively in conjunction with the main narrative text. Students continue to develop note-taking skills, conduct research, and participate in verbal presentations and media projects.

Text: A More Perfect Union: Houghton Mifflin; other sources

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Science

Teacher: Nick Herman | Number of classes per week: 4

In alternating years, both 7th and 8th grade science classes focus on life science or physical science. In life science, topics will include cell biology, genetics, ecology, and other biological systems. We start out the year by getting comfortable working with data and measurement of all types. At the 8th grade level, greater emphasis is put on graphing and analyzing data. In 7th grade, students are expected to start engaging with questions of greater depth, while 8th graders are expected to participate in more discussions in which there may not be one correct answer, and attempt to grapple with evidence in the face of the unknown to draw conclusions. There is ample opportunity in both classes for labs and projects of many types, such as: field studies based on measurement and data, blind taste and sensory tests of fruit to figure out which specimens are organic (in conjunction with articles and discussions of what "organic" means), working with microscopic samples, using household supplies to test for various chemical compounds in the cells of every day foods. 

Texts: Science Explorer:Focus on Life Science: (CA edition), news articles, other readings and handouts, online media.

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Spanish
Teacher: Beth Baugh | Number of classes per week: 2

In seventh and eighth grade, Spanish class continues to focus on speaking, listening, reading and writing. In speaking, students are able to handle a number of interactive, task-oriented, and social situations. Students can ask and answer questions, initiate and respond to simple statements, and maintain some face-to-face conversation. Vocabulary adequately expresses elementary needs and repetition improves pronunciation.

In listening, students understand short, learned utterances and comprehend words and phrases from simple questions and statements. Students learn through constant repetition and rephrasing of speech for comprehension. TPR and assorted games promote retention.

In reading, students are able to understand main ideas and some facts from linguistically simple texts with clear, chronological sequencing. Students can write simple compositions; supply information; and write names, numbers, dates, nationality, and other basic autobiographical information. Dictation is used consistently.

Students explore various Spanish-speaking cultures through projects and activities that include field trips, films, cooking, learning about holidays, and creating a restaurant or marketplace.

Texts: Buen Viaje, Adelante, and others

Back to Top

Art
Teacher: Laurie Polster | Number of classes per week: 2

The art curriculum is based on the California Board of Education's content standards for the visual arts. Students build upon the basic art vocabulary, developing techniques in various media based on personal expression and historical reference. Class discussions explore the relationships between subject and selection of media, how cultural context affects both the viewer and the artist, and how art can be seen as a form of translation, among other things.

Students are introduced to formal critiques, giving them practice with verbal analysis of their own work as well as a platform for peer review. Through critiques students take responsibility for their own process, addressing whether or not the directions were followed, how each person interpreted the assignment, as well as what was discovered about materials and experimentation. Students focus on careful articulation of their opinions as they begin to understand how to evaluate works of their own in a manner similar to that of established artists.

Upper campus students use art history as a point of entry for technical lessons. Throughout the year, important figures from the arts are introduced within a cultural context. Students observe works from a period or movement, which inform their projects in various media. In drawing, painting, and sculpture, attention to technical skills is balanced by students' recognition of their own developing personal styles.

Texts/resources: Various sources from assorted media including Scholastic Art, field trips, and library materials.

Back to Top

Media
Teacher: Laurie Polster | Number of classes per week: 2

Both of these weekly classes will build on the same resources as grades 5-6 (above) with an emphasis on intermediate and advanced techniques for digital work. Projects will include production and editing of video, slide shows, multi-track audio production, and basic layout and design using the latest industry standard software and tools.

Additionally, students will be encouraged to use the weekly lab as a resource for enhancing projects for core classes including internet pod-casts and classroom presentations using Power Point and Keynote (Mac). Fundamental techniques of basic computer use, file sharing, networking, and trouble shooting will also be taught early in the year, and in tandem with various projects throughout the year.

Back to Top