Transitional Kindergarten – 5th Grade
The Christ School educates students academically, spiritually, physically and socially in a loving, caring community. Academic expectations are high for all learners which provide the foundation for developing a Christian worldview.
The primary goal for this content area focuses on the idea of a Biblical foundation for all learning. This is accomplished with a multi-fold strategy which ensures the key pieces for developing a Christian worldview. Students are engaged in scripture memory, Bible stories and learning activities that cultivate an abiding faith in Jesus Christ. A distinctive, daily experience of chapel figuratively and metaphorically represent the integrated approach to this all encompassing area.
The primary goal for this content area focuses on the ideas of reading, writing, speaking and listening. These specific areas provide a foundation for scholarship. The ability to communicate through written and spoken word is valued in every classroom. Students are empowered in various ways ranging from daily language to expository essays. Assessment is accomplished through an integrated approach to student learning, providing a set of snapshots for analysis.
The primary goal for this content area focuses on the idea of mathematical order. both quantitatively and qualitatively. The focus is the manipulation of skills and concepts which are developmentally appropriate per grade level. Students are immersed in basic number sense while simultaneously involved in critical thinking opportunities. Evaluation is accomplished through a thoughtful design to student learning, providing a set of snapshots for analysis.
The primary goal for this content area focuses on the idea of God’s creation both inside of us and outside of us. The perspective is that all learners are image-bearers of Christ. This is explored and understood through a series of intentional learning experiences. Students earnestly investigate the intricacies and mysteries of the world around them. Progress is monitored through big-picture understandings, detailed within daily lessons and longitudinal experiments.
The primary goal for this content area focuses on the idea of historical events, places, and figures. The perspective is that all learners receive a lens for viewing the past, present and future. This is explored and understood through a myriad of learning opportunities. Students study about the importance of understanding the relationship between culture, language, and historical setting. Progress is monitored through an intentional scope and sequence defined by meaningful experiences.
The primary goal for these content areas is to enrich the depth of learning in all other content areas. The perspective is that without these areas, the core content areas fall short. This is explored through Visual Arts, Performing Arts, World Languages, Library Studies, Physical Education, and Compass, which is a distinctive class which equips students with 21st century skills: problem-solving, creativity, critical thinking and real world simulations.
“Technology” is really just what we tend to call the current tools that we can use to help students learn best. In the past, teachers used tools such as overhead projectors with scrolling plastic transparency and a white grease pencil. In a more contemporary way, educational technology ties in some form of computer (desktop, laptop, tablet, projector, integrated device) with student learning. Technology integration helps aid us in addressing a wide range of students’ diverse learning styles and abilities. God created us each uniquely, so we know that not everyone learns in the same way. Some learn better by hearing; computers and websites provide some excellent resources for those auditory learners. We are committed to providing a learning environment in which technology is leveraged to support and benefit all learners.
Integrated field trips, service projects, exploration of our downtown campus, scientific investigations, creative think-tanks, public speaking, oral presentations, hands-on modules, and character-building initiatives