LOWER SCHOOL :: PROGRAM OF STUDIES 2012 • 2013

TABLE OF CONTENTS WiLmiNgTON FriENdS LOWEr SChOOLdiviSiON OBjECTivES

Division Objectives..............................................1

Early Learning Center (ELC) ...................................2

Pre-Kindergarten-Fifth Grade Logistics ………....……3

Pre-K through 5th Curriculum: Overview…….....….…4

Language Arts.........……………………….............…5

Mathematics......………………………………....…..…7

Science.……………………………………………..…9

Social Science………………………………......…....10

Spanish...........................................……......…11

Computer Technology...................................…12

Performing Arts.................................................15

Physical Education.............................................16

Visual Arts.......................................................17

Library Media Center/Information Literacy..........…18

Human Dynamics and Development……………...…21

Front cover: A pre-k student (in 2011-12; he would tell you he’s in Kindergarten now) working on an iPad; iPads, laptop carts, and library and technology labs serve our younger students. Students in grades 5-12 receive individual, school-issued laptops.

A child’s intellectual, emotional, physical, social, and spiritual development are important in all aspects of the lower school program, with the development of the child’s self-confidence as a central theme. In nurturing diverse talents and strengths, we strive to help children to feel secure and confident in their work and play, in peer and adult relationships, and to develop respect for themselves and members of the community. Our program is purposefully designed to provide sufficient scope, encouragement, and flexibility to meet the indi-vidual needs and talents of all lower school students, maintaining high standards for intellectual endeavor and personal responsibility.

Intellectual and Academic GrowthA lower school child...• is curious and eager to learn about the world in

which we live.• participates actively in the learning process.• considers and questions different opinions.• finds answers and solves problems by making obser-

vations, collecting data, hypothesizing, testing, and drawing conclusions.

• demonstrates knowledge and application of academic skills.• demonstrates critical thinking through spoken and

written work.• expresses ideas creatively through various means.• initiates the exploration of ideas independently.• expresses his/her own opinion and is able to support

it with relevant information.• is comfortable in many roles: scientist, author, mathematician, poet, historian, leader, follower, collaborative committee member.• initiates and accepts opportunities to stretch intellectually.

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EArLy LEArNiNg CENTEr (ELC)PrOgrAm OF STUdiES

OverviewAs part of the Wilmington Friends lower school, the Early Learning Center (ELC) supports the development of the whole child, engaging children in experiences which stimulate intellectual, emotional, and social develop-ment. The program is guided, in the Quaker tradition, by values of respect for each individual, responsibility as members of a community, commitment to personal best, and the peaceful resolution of conflict. The ELC program reflects best practices based on cur-rent research in early childhood education. Implementa-tion of developmentally appropriate practice provides a framework in which to promote young children’s optimal learning and development. Teachers seek opportunities for authentic experiences that allow young children to see, negotiate, and participate in the real world, lead-ing to meaningful cognitive connections. The preschool teachers recognize the importance of play, which allows children to experience social interactions, develop lan-guage, and tap into their creative thinking. As stated in a Position Statement on Developmentally Appropriate Practice (3rd edition, 2009) by the National Association for the Education of Young Children (NAEYC), “Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence.” In recognition of this and other guidelines developed by NAEYC, as well as the Delaware Early Learning Foundations for School Success, the ELC uses play to incorporate skills such as self help, decision making, problem solving, and observation of cause and effect.The ELC serves children who start the school year at age two or three, and is located, with our pre-kindergar-ten program, in the early years classrooms on the lower level of the lower school building. Other facilities uti-lized by the ELC include the early years playground, the gym designed and equipped for our youngest students, the lower school library, and the music classrooms and Meeting Room/auditorium.

Development of a Child’s Relationships with OthersA lower school child...• recognizes that there is unique and infinite worth to

each person.• recognizes, respects, and supports diversity among

people—races, cultures, family traditions, lifestyles, opinions, religions, languages, abilities, appearance.

• treats others with respect and dignity.• demonstrates responsibility to others and to the

community.• develops positive relationships with peers and

adults.• works to solve conflicts in non-violent ways

Development of a Child’s Self-ConceptA lower school child...• recognizes his/her own unique and infinite worth.• freely expresses feelings in constructive ways.• strives for personal excellence.• demonstrates an awareness and appreciation of his/

her strengths and weaknesses.• demonstrates increasing independence and self-reliance.• demonstrates a sense of right and wrong.• understands the value of making mistakes and taking

risks.• asks for help when needed.• seeks a physically active and healthy lifestyle.

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ELC CUrriCULUm

Language ArtsELC children are rapidly acquiring language, experiment-ing with verbal sounds and beginning to use language to solve problems and to learn concepts. The program seeks to make the most of the opportunity presented by this developmental stage. ELC students are immersed in literacy experiences in and outside of the classrooms, through formal instruction and woven through daily interactions, developing skills for both expressive and receptive language. A key focus in the classroom is daily exposure to children’s literature, reciting poems and rhymes, singing songs, and finger plays. Objectives for receptive language development include the skills to follow one-step directions and to engage in audi-tory and visual discrimination when recalling stories and songs. Reading readiness activities include recognition of upper case letters and their sounds, and telling stories by acting them out and through drawing and dictation in journals. Children work with various manipulatives to develop fine motor skills; they utilize drawing and writ-ing materials, learn to cut with scissors, and move on to practice writing their names. Children are encouraged and actively supported in the use of language skills to articulate their wants, needs, and thoughts throughout the day, in their communications with both teachers and classmates.

mathematicsELC students explore mathematical concepts each day. They are exposed to numbers, counting, shapes, and colors through activities related to calendar work and thematic studies. Counting, sorting, and patterning are incorporated into daily transitions, small group activi-ties, and large motor activities. Additional mathematical activities include comparing objects by size, shape, and color. Math in literature is also a key element in exposing children to new concepts and language to help to sup-port mathematical understanding.

Social ScienceAppropriate to the age of our ELC students, social sci-ence topics are examined through the children’s personal experience and the experiences of people around them. Students are encouraged to share their family traditions and celebrations with classmates, and teachers seek to provide additional resources, from within and outside of school, to help students to develop an appreciation of different cultures. Students are active members of their ELC community, taking on “jobs” that demonstrate a shared responsibility for classroom management, and they engage in service learning that contributes to the broader community as well.

ELC LOgiSTiCAL OvErviEW

The ELC School daySchool begins at 8:15 a.m., with dismissal options at noon and at 2:50 p.m. Early morning care is available at no extra charge, beginning at 7:30 a.m. Families may enroll in the After-School Program, with a choice of 4:45 or 6:00 p.m. pick-up, either by contract (for the same days each week) or as needed on a drop-in basis. Childcare is available during designated school vacations and on designated noon dismissal days. Lower School Summer Camp operates for 10 weeks each summer, serving children age three through fifth grade.

Expression of Quakerism A core belief of Quakerism is that “there is that of God in everyone.” Teachers value the individuality and voice of each child and create classroom environments where six testimonies are explored (in ways appropriate to the age of the students): Simplicity, Peace, Integrity, Community, Equality, and Stewardship. Classes may also respond to questions that are posted on our Query Board such as, “What can you do to take care of the Earth?”All lower school students gather in Meeting for Wor-ship, the center of Quaker expression. For ELC classes, Meeting is often less structured in its schedule (e.g. it might be five minutes three times a week, instead of 30 minutes once a week, as it is for the older students). This time of quiet reflection is largely defined by each individual and informed by each person’s own religious tradition and identity. Sometimes a student or teacher may feel inspired to stand and speak, sharing a thought that is formed during worship. An example of a young child’s message might be, “I love my school because you get to have so many friends,” or, “I’m really sad that my dog is sick.”Teachers also carry the tenets of Quakerism into our conflict resolution program as children are supported in finding the language and in working toward indepen-dence in resolving problems with peers.

Two Teachers in Each ClassroomIn each ELC classroom, there are two teachers (a lead and an assistant), adhering to state guidelines for early childhood ratios. An additional assistant to the teachers works during the morning hours, providing support and greater flexibility for small group work and to ensure individual attention for each child.

Progress reports and ConferencesELC parent-teacher conferences are scheduled three times a year: in September, November, and Febru-ary/March. Written reports are provided to parents in November, February/March, and June. Communication between teachers and parents is always encouraged through personal meetings at drop off or pick up, by email or phone.

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ScienceELC students are engaged in hands-on science experi-ences throughout the year. Examining fruits and veg-etables with all five senses provides an opportunity to compare, contrast, and make lists or graphs of the properties of materials. Other themes throughout the year involve spiders, farm animals, the life cycle of a butterfly, and chick hatching. These activities encourage children to observe, predict, estimate, count, measure, record, discuss, and develop an appreciation for living things. A trip to the Brandywine Zoo, as the school year winds down in May, is an enjoyable culmination of our science adventures. Involving children in these hands-on activities also encourages language development and provides opportunities to share personal experiences.

Performing ArtsELC students have many opportunities to sing, move, and listen to music. They participate in regular move-ment and music classes in support of daily exposure to music in the classroom. Students explore tone and rhythm, and elements of sound, silences, space, and time in children’s songs, traditional folk songs, seasonal music and with instruments.

PrE-KiNdErgArTEN ThrOUgh FiFTh grAdELOgiSTiCAL OvErviEW

The School day Lower school begins at 8:15 each morning; we ask that students arrive by 8:00 so that they have time to unpack and settle before the day begins. Dismissal begins at 2:50 p.m. (and some noon dismissals in PK). Early morning care is available, at no extra charge, beginning at 7:15 a.m. Families may enroll in the After-School Program, with a choice of 4:45 or 6:00 p.m. pick-up, either by contract (for the same days each week) or as needed on a drop-in basis. Childcare is also available during designated school vacations and on designated noon dismissal days. Lower School Summer Camp operates for 10 weeks each summer, serving chil-dren age three through fifth grade.

Two Teachers in Every Classroom From pre-kindergarten through fourth grade, every homebase classroom has two teachers (a lead and an associate who works either a full or half day depend-ing on the grade level), allowing for greater flexibility in small group work as well as for simultaneous individual and group instruction. The two-teacher approach gives Friends an exceptionally low student-teacher ratio, ensuring attention to each child. This approach also gives the students two adults, with different personali-ties and interacting with children with different though compatible styles, with whom to build relationships.

interdisciplinary ThemesThe lower school curriculum is integrated around themes, and teachers work in teams to coordinate projects across disciplines. For example, a first grader studying ants as part of an insect unit in the homebase classroom might also make a papier maché ant in art class and do Internet research on ants, learning to paste a photo from a web page, in the computer lab.

Pre-FirstA pre-first grade program is offered for students who would benefit, for a variety of reasons, from an addi-tional year of education before moving on to first grade.

reading Blocks, grades 1-2In first and second grades, daily reading blocks align with a “specials” class (see below), so that students have reading instruction time in half groups. In addi-tion to smaller groupings, two additional teachers, our learning coordinator and a specialist support teacher, join first grade reading time each day. In second grade, the learning coordinator participates in the reading block each day. That approach provides additional individual attention and grouping options during reading instruction at these grade levels.

Class Structure, grades 1-4In first through fourth, sections for each grade are com-bined for math and for a segment of language arts work (word study in first and second, writing in third and fourth). One lead teacher at each grade level teaches both sections of math, and the other teaches both sec-tions of writing or word study. That approach allows teachers to gain greater expertise, including specialized training in a particular area, and also allows us to mix the children together at the grade level, dividing them up in different ways throughout the year. Common playground time for the sections of each grade is also scheduled.

Fifth gradeFifth graders continue to have a homebase and inte-grated curriculum, but in this last year of lower school, they have additional responsibility for managing a departmentalized program and for working with a greater variety of teachers. Students rotate among the three lead teachers for science, social studies, and writing. All of the fifth grade teachers have received the Singapore Math training, and they teach both math and reading in their homebase group. Other distinctive features of fifth grade include the introduction of letter grades to assess student work and a two-day class trip to the Chesapeake Bay, which combines studies with community building and an experience away from home and campus.

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“Specials”Classes beyond the core subjects are known at lower school as “specials.” Beginning in pre-k, every student has classes each week in physical education, Spanish, art, and music. Library Media Center/Information Literary classes meet in coordination with homebase classroom activities. Beginning in kindergarten, students also have science lab and computer lab; pre-k students are also introduced to STEM lab activities.

Expressions of QuakerismA core belief of Quakerism is that “there is that of God in everyone.” Teachers value the individuality and voice of each child and create classroom environments where six testimonies are explored: Simplicity, Peace, Integrity, Community, Equality, and Stewardship. Classes may also respond to questions that are posted on our Query Board such as, “What can you do to take care of the Earth?”All lower school students gather in weekly Meeting for Worship, the center of Quaker expression. This time of quiet reflection is largely defined by each individual and informed by each person’s own religious tradition and identity. Sometimes a student or teacher may feel inspired to stand and speak, sharing a thought that is formed during worship. An example of a young child’s message might be, “I love my school because you get to have so many friends,” or, “I’m really sad that my dog is sick.”Teachers also carry the tenets of Quakerism into our conflict resolution program as children are supported in finding the language and in working toward indepen-dence in resolving problems with peers.

Optional ActivitiesFourth and fifth graders may choose to participate (no audition required) in Kids Choir and/or band, which rehearse both during the school day and one day each week after school. Other after-school activities are also available, through the After-School Program or indepen-dently.

Progress reports and ConferencesFor all lower school families, pre-kindergarten through fifth grade, progress reports are received three times during the year. Conferences are also held three times during the year – once for parents and teachers to get to know one another and provide parents with an oppor-tunity to share their insights into their children with the teacher, once in late November after the first set of progress reports, and again in March, after the second set of progress reports.Only fifth graders receive letter grades. Parent-teacher communication is always encouraged via phone or email.

The planned program of studies for each subject area and for each grade at lower school is summarized below. The curriculum is defined with established objectives for student progress at each level, and with respect to proven teaching methods as well as an openness to innovations in materials and methods based on sound research and trials. Although the program remains quite stable in learning objectives and philosophical foundation, curriculum is, by nature, evolving (and improving) from year to year, and even within the school year, there may be minor revisions to the program described, as teachers respond to the dynamics of individual classes and to events in and beyond school.

LANgUAgE ArTS: OvErviEW

Lower school students progress from learning to read to reading to learn, with building skills in receptive and expressive language. Our focus is on the conceptual understanding that allows for inference, prediction, and abstraction. Throughout the program, students are immersed in a literature- and language-rich environment, exploring different genres, and learning to appreciate a variety of cultures and traditions through reading and research. Challenging students to meet high standards, while developing an enthusiasm for learning and a life-long love of reading, is a key objective of the program.Related to that objective is the development of “student voice,” a unifying theme of the lower school curriculum. We seek to provide students with a variety of skills and opportunities for self-expression that will allow for their fullest possible participation in the learning process and in the school and broader communities. In the language arts program, students are supported in expressing their ideas, feelings, and observations openly, effectively, and appropriately in both written and verbal form. Again, expectations rise steadily throughout the program, with high standards in the development and organization of ideas, the use of strong word choice and clear sentence structure, and the application of proper grammar and mechanics. Encouraging students to feel confident in expressing themselves and presenting their work is also of great importance.We acquire core materials that support the philosophy and objectives of our program, but the curriculum and classroom tools are not limited to such materials. In language arts, materials include the Reading and Writing Workshop Models, Words Their Way, Fountas and Pin-nell Benchmark Assessment System, Wilson Language Program, and the Wordly Wise Vocabulary Program.

Pre-Kindergarten Language Arts Through immersion in a literature- and language-rich environment, pre-kindergarten students begin their journey to literacy. Our focus is on developing reading and writing readiness through multi-sensory experiences and direct and explicit phonemic awareness and phonics instruction, with an emphasis on auditory and visual

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discrimination, listening skills, and spoken language development. Sample objectives for pre-k students in receptive language include learning to recognize rhyming patterns, following multi-step directions, and engaging in auditory discrimination with phoneme units. In expres-sive language, objectives include students’ expressing feelings in an appropriate manner and recalling and restating facts and sequence from stories read aloud. Students also begin to create and share their own sto-ries through storytelling and illustration. Toward goals specific to reading readiness, students learn to identify letter sounds and to discriminate letters and words; they are introduced to beginning consonant sounds, and learn to recognize upper and lower case letters. They experi-ence the functionality of written words in a variety of contexts, and are asked to demonstrate left to right directionality. Fine motor activities are also emphasized as children learn to write their upper case letters, refine their pencil grip, and explore small manipulatives.

Kindergarten/Pre-First Language Arts In k/pre-first, students work on the specific reading and writing skills they need to become literate learn-ers. Through a variety of approaches, students further develop their phonological awareness, learn the sound-symbol relationship, and increase their inventory of sight words. In reading readiness, skills include blending syllables and sounds orally into words. Students identify and separate words into beginning, medial, and ending sounds. Read-alouds from a broad selection of genres and authors heighten students’ pleasure in books and provide enhanced vocabulary as well as exposure to literature and information. K/pre-first students develop their ability to listen for content and to predict possible story outcomes. Students become more involved in the process of writing and develop a conceptual understand-ing of print as “talk written down.” Expressive language is emphasized, as students convey feelings, ideas, fantasies, and observations verbally and in drawing and writing. There is an increasing emphasis throughout the year on expressing ideas with text, which includes phonetic spellings and learned words. Handwriting strokes and writing conventions are taught concurrently throughout the year.

First grade Language Arts First grade students build on their decoding ability, developing fluency and adding sight words to their phonics skills. Comprehension of written text develops through direct reading strategies of story elements, sur-veying, predicting, and setting a purpose for reading. In addition, their understanding of new vocabulary words helps to strengthen their comprehension. Students are exposed to various genres, both through reading and in directed writing assignments. They also under-take their first research study, using library resources and preparing a final project. First grade is a year of tremendous progress in work on punctuation, gram-mar, and editing skills, as well as phonetic spelling and

handwriting. Specific objectives include decoding using sound-syllable relationships (initial, medial, and ending consonant sounds, digraphs and blends, and long and short vowels); an understanding of word patterns and families; and a beginning structural analysis of words. The basics of process writing are also strengthened.

Second grade Language Arts Second grade students develop reading comprehension and fluency through a variety of experiences, including reading independently, in pairs, and in larger groups. They make more sophisticated inferences and predic-tions, draw conclusions, and differentiate between fiction and non-fiction. They increase their vocabulary through the study of theme-related words, and they develop their ability to analyze words in terms of vowel patterns and structure. In their writing, students learn to organize their thoughts and use proper writing mechan-ics. A growing awareness of parts of speech is also developed. There is a greater emphasis beginning in second grade on following written (as well as oral) direc-tions, and on moving beyond phonetic spelling, as stu-dents proofread their work using tools such as dictionar-ies and editing checklists. The basics of process writing are developed further, including writing for a variety of audiences.

Third grade Language Arts Third graders learn to comprehend both literal and implied meanings, and learn skills of decoding and defin-ing unfamiliar words using context clues, analysis of word patterns and structures, and the dictionary. They learn to analyze plot, character, theme, and setting from works in a variety of genres, with an emphasis on connecting what they read to what they are learn-ing and “real world” experiences. In their written work, third graders advance in organizing ideas, in clarity of expression, and in the process of editing and revising. They are continuing to develop their awareness of parts of speech, paragraphing, and the mechanics of writing. Third grade students write for different purposes and audiences—to inform, persuade, entertain, and reflect. They also learn to write upper and lower case cursive letters.

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Fourth grade Language Arts Fourth grade students read from a number of genres, including a variety of fiction and non-fiction texts. They read both assigned materials and books that they choose, and are expected to report on their reading, both in writing and orally. Fourth graders use context clues more in their reading, with greater attention to cause and effect in a story. Within the variety of mate-rial, inferential comprehension becomes increasingly important. The development of a student’s vocabulary to increase understanding of text is also an important aspect of our program. Learning to analyze word pat-terns and structures adds to the students’ understand-ing of the English language. In developing their writing skills, students are expected, as they progress through fourth grade, to use correct punctuation and sentence structure, to demonstrate an increasing understanding of formal grammar as it applies to effective writing skills, and to develop ideas effectively into paragraphs. Fourth graders also grow more independent in the process of editing and revising, and continue to work on the mechanics of cursive writing skills.

Fifth grade Language Arts Fifth grade is a culminating step in the transition from learning to read to reading to learn. Specific reading skill objectives include summarizing material, using specific details from the text to support responses, and identify-ing and discussing literary elements. Fifth graders read both assigned materials and books that they choose. Students are expected to communicate clearly, in both written and oral form, and to demonstrate their ability to draw inferences from both concrete and abstract materi-als. Our program also focuses on the development of a student’s vocabulary and word attack skills in order to decode and understand the meaning of new words. Fifth graders show growing maturity in their writing, adding depth and breadth to its substance while still applying correct sentence structure and demonstrat-ing an increased understanding of formal grammar as it applies to effective writing. Students use their writing skills to inform, to persuade, to entertain, and to express personal ideas. There is a continuing emphasis on peer review and active participation in classroom discus-sions, and particular emphasis on using newly acquired vocabulary in a variety of contexts and across academic disciplines.

In grades K-5, and as a foundation for our pre-k pro-gram, we use a “Singapore Math” curriculum called Math in Focus. The Singapore Math approach is grounded in problem solving. It emphasizes the develop-ment of strong number sense, excellent mental math skills, and a deep understanding of place value. The curriculum is based on a progression from the use of concrete manipulatives to pictorial representations to the abstract algorithm. This teaching sequence gives students a solid understanding of basic mathematical concepts and relationships before they start working at the abstract level. Math in Focus moves fairly quickly to traditional algo-rithms. There is also a strong emphasis on model draw-ing, a visual approach to solving word problems that helps students organize information and solve problems in a step-by-step manner. The bar modeling approach to problem solving offers a clear logic in solving word problems, a competency that can be difficult for children to master. Finally, math concepts are taught to mas-tery in Math in Focus. While many U.S. math curricula have traditionally covered many subjects, this curricu-lum teaches fewer concepts in far greater depth. This approach to teaching in depth aligns with our teaching other areas; teaching to mastery also aligns with our belief in the importance of students taking ownership and feeling confident about their learning. The lower school math program is grounded in the stan-dards and principles of the Common Core Standards, the National Council of Teachers of Mathematics (NCTM), and draws from national and international research. We seek to apply the proven best practices of mathematics teachings, with a purposeful connection of mathematical studies to “real-world” situations and to other disci-plines. Our goal is to help students achieve 21st century math literacy, with the full range of qualities necessary for them to succeed as mathematical thinkers.

Pre-Kindergarten mathematicsStudents in pre-k experience math through a variety of hands-on, everyday activities like taking attendance. They are exposed to math terminology and incorporate it into their own vocabulary. Students gain a founda-tion for number sense and mathematical operations by counting with one-to-one correspondence, reading numerals, and developing an understanding of the value of numbers (e.g. by matching a number to a set). Pre-k students work extensively with patterns, space, shape, and measurement as foundations of algebra and geom-etry. Our pre-k mathematicians also learn to classify objects, to record patterns in data, to make graphs, and to estimate and hypothesize.

Kindergarten/Pre-First mathematicsKindergarten/pre-first students continue to build on their foundation of mathematical knowledge by working with physical objects: sorting and classifying attributes, iden-tifying and extending patterns, and exploring shapes. Hands-on activities that include estimating, counting,

mAThEmATiCS: OvErviEW

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and comparing support their development of number sense. Number relationships are further investigated when students collect and record data in picture and bar graphs and the use of tally marks. Students explore numerical operations by using manipulative materials including coins, and by solving problems that relate to real-life experiences. Engaging in discussions about calendar math provides an opportunity for students to learn about the passage of time by focusing on the cycle of days, months, and seasons. Students participate in meaningful games and activities that are integrated with other areas of the curriculum to build on their under-standing of nonstandard units of measurement—includ-ing measures of time, temperature, and size.

First grade mathematicsAs first graders begin to incorporate larger numbers into their activities, their work focuses on quick recall of addition and subtraction facts and an understand-ing of place value. By the end of first grade, students are expected to count by 2s, 5s, and 10s (recognizing patterns), and to begin to add and subtract two-digit numbers. Students also learn to use predictions, estima-tions, and validations in problem solving, and their data and graph work become more complex. First graders continue to focus on comparing, classifying, and pat-terning, working with manipulatives, shapes (including pyramid, rectangular prism, sphere, and cone) and mea-sures. They develop skills in telling time and working with currency, “real world” applications of their work on fractions and the concept of a whole divided into parts.

Second grade mathematicsThe second grade math program continues to strengthen mastery of addition and subtraction facts. As students work more with adding and subtracting two-digit num-bers, they use a variety of strategies including algo-rithms. To further develop their understanding of place value and number patterning, students count by 2s, 3s, 4s, 5s, 10s, and 100s. Students begin to work with multiplication for 0-5; and they begin to write frac-tions and relate them to partial sets and divided figures. Second graders also apply addition and subtraction to situational problem solving, and continue to practice estimation to validate answers. Measuring and shapes are emphasized in second grade. Students measure length, area, perimeter, volume, capacity, weight, and temperature. They use rulers to draw figures, and learn to recognize the sides and corners of polygons, find lines of symmetry, draw symmetrical figures, and relate plane figures to space figures.

Third grade mathematicsThird graders work to gain quick recall of multiplica-tion facts and to apply them to division. Students explore different algorithms for multiplying multiple-digit numbers. They work more extensively with fractions, learning to compare and use symbols such as “<” and “>”. They also add and subtract three-digit numbers

with regrouping, and apply different strategies to solving two-step word problems. Students develop their ability to explain their thought processes for problem solving. Geometry becomes more sophisticated as vocabulary broadens to include types of angles, polygons, and parts of a circle. Third graders are also introduced to paral-lel, intersecting, and perpendicular lines and congruent figures. They also continue to explore probability.

Fourth grade mathematicsFourth grade students apply skills in multiplication (two and three digit number) and division, as well as addition and subtraction, in problem solving. They also begin to develop their ability to solve multi-step problems and to explain their mathematical reasoning in solving such problems using numbers, pictures, and words. Students’ understanding of mathematical concepts expands as fractions are related to decimals; measurements are converted to smaller and larger units; and angles are measured (using a protractor) and recognized as parts of a circle. Students learn about improper fractions and equate them with mixed numerals, and they learn to work with uncommon denominators. Fourth grad-ers learn to read, interpret, and create bar graphs, tally charts, and tables, and to draw conclusions about the data represented.

Fifth grade mathematicsIn fifth grade, students explore relationships between numbers using concepts such as multiples, factors, prime, and square. The students continue to develop their fact fluency and understanding of the relationship between multiplication and division through the use of number stories and group activities. Fifth graders also study various ways to represent values less than one: decimals, fractions, and percents. Through different problem-solving applications using models such as clock faces and grids, they develop strategies to find solutions in all three categories, enabling them to move more freely from one form of notation to another and to better select the method most relevant to a given situation. Students also develop a variety of computational and estimation strategies for multiplication and division, such as using reasoning based on multiples, approximat-ing and adjusting, or breaking large problems down into smaller, simpler ones. They also use estimation to check the validity of their answers.In measurement, students focus on length and area. They use both standard and metric units as they esti-mate with familiar, non-standard references and then take actual measurements with rulers and other tools. For data investigation, students organize, display, analyze, and interpret data. They create line plots, bar graphs, and stem-and-leaf plots, and recognize and interpret patterns shown in these displays. They also compute the mode, median, mean, and range of a data set and use these statistics to describe the data and make predictions.

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SCiENCE: OvErviEW

Lower School Science is an inquiry-based program that fosters all aspects of STEM (Science, Technol-ogy, Engineering, and Math) and 21st century learning. Through hands-on, collaborative learning all students engage in the science and engineering design processes. The science process utilizes children’s natural curios-ity. They are encouraged to ask questions, explore, and investigate to find the answers to their questions. Each year students are exposed to a variety of topics across all science disciplines including life, earth, and physical sciences. The engineering design process focuses on the application of science concepts, critical thinking, and problem solving. Students look to identify a problem, ask questions, imagine, plan, and create solutions to the problem. Our science program uses a “spiral” approach in which concepts and skills are continually refined, strengthened, and expanded upon in successive grades. These explorations utilize various facilities including a “traditional” science lab and the STEM Lab. The tradi-tional science lab is equipped with materials, lab tables, and stools that provide students a more formal setting to study biology and chemistry topics. The STEM Lab provides students with materials and space to study more physical science and engineering topics. For exam-ple, first grade students utilize the loft in the STEM lab as a platform to drop parachutes they design and build. Students in grades PK-4 utilize both these labs depend-ing on the needs and topic being studied. Both science labs have a SMARTBoard and the STEM Lab also has a SMARTTable that allows students to interact and col-laborate with each other. Many science topics are part of cross-curricular units. In the past, some of these units have been “Beans” in pre-kindergarten, “Structures” in kindergarten, and “Monarch Butterflies” in first grade. These units were taught in collaboration with science, Spanish, art, and the homebase teacher.

Pre-Kindergarten SciencePre-k science focuses on hands-on, discovery-based experiences related to classroom themes and children’s interests. These activities, as well as field trips that sup-port the lessons, provide students with the opportunity to develop an appreciation for the life cycles of living

things and to discuss their observations about the world in which they live. Students learn to recognize similari-ties and differences, often recording characteristics like size, color, shape, and weight. Through guided instruc-tion, pre-k students make observations using the five senses. Using appropriate tools, students are encour-aged to communicate, classify, predict, and infer about the world around them.

Kindergarten/Pre-First ScienceKindergarten/pre-first science focuses on students using their senses to make observations about the world around them. As part of a structures unit, stu-dents explore wood. During this unit, students learn to observe, describe, compare, and change different wood samples. Students continue to use these skills through-out other science topics during the year. Past topics have included tree studies, magnet studies, and water studies.

First grade ScienceFirst graders continue to build on the science skills learned in kindergarten. Students start the year study-ing Monarch Butterflies as part of a cross-curricular unit with Spanish, art, and the homebase classroom. In sci-ence students observe the life cycle of a monarch, from egg to butterfly, wing coloring, and migration. The unit ends with students modeling monarchs as they travel the school “migrating” to Mexico as part of Day of the Dead celebration in Spanish class. Throughout the year students continue to observe, explore, ask questions, and investigate other science topics. Past topics in first grade have included solids and liquids, plants, air, and parachute design.

Second grade ScienceSecond grade students continue to refine their skills of observation, exploration, questioning, and investigation. Students utilize these skills in the unit “Balance and Motion,” observing and exploring those concepts using various objects. These explorations lead to student questions that are then investigated as a class. Other second grade science topics have included a soil study, water cycle study, changes in matter, and various animal studies.

Third grade ScienceThird graders start the year exploring earth materials. Using rocks and minerals, students continue to hone their skills. Students observe, perform various tests, and use keys to identify the rock or minerals. Building on the foundation created in the younger grades, third graders are provided with scaffolding as they begin to identify testable questions and create their own investigations to find an answer to these questions. In the past stu-dents have created investigations as they have learned about the behaviors and adaptations of worms, crayfish, plants, and humans.

Throughout the year, students explore problems in-depth, inventing their own strategies, using a variety of concrete materials, and often searching for multiple solutions. They work individually as well as in a variety of groupings as they express their thinking verbally, in writing, and through visual representation.Throughout the year, students explore problems in-depth, inventing their own strategies, using a variety of concrete materials, and often searching for multiple solutions. They work individually as well as in a variety of groupings as they express their thinking verbally, in writing, and through visual representation.

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Fourth grade ScienceFourth grade students continue to refine their skills to ask testable questions and create investigations, as they require less support. One topic students explore and investigate is electricity. Using materials such as wires, bulbs, batteries, and motors, students explore circuits, conductors/insulators, and switches. As part of a design project, students are challenged to create an electrical invention that lights up or moves. Other fourth grade science topics have included studies on landforms, simple machines, and food chemistry.

Fifth grade ScienceFifth grade students learn how to evaluate data and evidence in order to make and substantiate claims that address scientific questions. These skills support the development of conceptual understanding and foster the ability to use knowledge to make predictions and explain phenomena. Students also engage in problem-solving activities that encourage them to develop new ideas, and even to create new objects, based on previous learning.The environmental science unit is designed to guide students to a deeper understanding of the complexity of environmental problems, their causes, and potential solutions. The unit stresses data collection and analy-sis, as well as reading for pertinent information. In the design technology unit, students use their problem-solv-ing skills to design and build projects to exact specifica-tions. This process engages math skills in measurement and spatial relations, and students also learn simple woodworking skills. Fifth grade life science focuses on living systems, which include: cells; the human respi-ratory, circulatory, digestive, and excretory systems; photosynthesis; and cellular respiration. Form and function are stressed, so students can understand why their body works the way it does. This is followed with a short unit on puberty and the female and male repro-ductive systems. At the same time that the physical aspects of these topics are addressed in science class, the homebases discuss the emotional and social issues associated with growing up. Finally, the students inves-tigate substances, some of their properties, and the way they interact in a chemistry unit. Physical versus chemi-cal changes are introduced, as well as the difference between mixtures and solutions, and identifying acids and bases. Students spend a large part of their time during this unit making observations, and using their data to develop claims with evidence and reasoning.

For pre-k through fourth grade students, study in social science is centered in the homebase classroom, coor-dinated with work in the “specials.” Students study physical geography, culture, biographies, and history. The curriculum expands from the students’ own experi-ence (self, family) to larger communities of which they are members and in which they have responsibilities (school, city, state, country), with global connections throughout the progression. Skills in research and pre-senting work are emphasized with increasing expec-tations at each level, with both teacher-directed and student-selected topics.

Pre-Kindergarten Social SciencePre-k students first approach social science by build-ing self-awareness. They learn and communicate about themselves, their feelings and ideas, their responsibility for their actions and toward others (e.g. sharing), their capacity for self-reliance, and their uniqueness in iden-tity and in what they can contribute. Students broaden their study to family, including a sharing of traditions and celebrations, and then to a more global view through an introduction to celebrations from around the world, fostering an early appreciation for a variety of cultures.

Kindergarten/Pre-First Social ScienceAs in pre-k, students in kindergarten/pre-first continue to focus on their sense of identity as it relates to their family and their classroom, expanding to the school community and the idea of community responsibility more generally, with global parallels explored along the way. Through active participation, students are encour-aged to develop responsibility and to make independent decisions while gaining an appreciation for the ways in which others contribute to classroom and school life. Conflict resolutions skills are modeled, and students begin to assume independent responsibility for them. Students strengthen collaborative skills through work and play as partners, in small groups, and with their entire class. Stewardship and service learning play a formative role in this process. Students also continue to develop an appreciation for diversity among individu-als and cultures. By engaging in the study of assigned topics, students develop observational skills and broaden their view of the world around them. The introduction of research skills enables the students to develop an awareness of the range of available resources to find answers to their questions.

First grade Social ScienceStudents in first grade use the theme of “Wants vs. Needs” as the focus for studies in social science. The year begins with a unit on the wants and needs of the class, the individuals in the class, and the school com-munity. Students also begin to learn about the ser-vices that enable neighborhoods and cities to function. Through the study of cities in the United States, includ-ing Wilmington, and in Spanish-speaking countries, the

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students are able to recognize how cities are organized to meet the wants and needs of their citizens. First graders also take a close look at more rural and subur-ban areas in the U.S. and abroad to understand some differences between cities, suburban, and rural settings, as well as the different ways in which wants and needs are met. Throughout this work, students develop map and citizenship skills and an awareness of similarities and differences among individuals and communities.

Second grade Social ScienceSecond graders start the year with a unit about commu-nity, examining the differences and similarities between rural, urban, and suburban neighborhoods. Second grad-ers then continue to develop their understanding of the world through the theme of “Ideas.” Students discover where ideas come from, how ideas are supported, and the ways in which ideas can change the world. Second graders read biographies to learn about people who have made contributions to the world as a whole, and about how ideas, innovations, and human choices impact com-munities. Students research an influential person and write a biographical speech, which is presented to visi-tors including parents, students and teachers from other classes, and school administrators. Finally, students develop their map skills, learning to use a basic political map, an eight-point compass, and a key.

Third grade Social ScienceThird graders explore North America, with a focus on the regions of the United States and Native American cultures. Using the concept of “Adaptation” as the central theme for their studies, students learn how communities and cultures are affected by factors like climate and natural resources; how change forces adap-tation; and how choices can lead to change. Students develop their research skills as they learn about states and regions and the Native American cultures that have been present there. Using the same skills and concepts, students also explore another country, to be deter-mined early in the year, and its cultures (indigenous and immigrant). The third grade physical geography studies include skills such as identifying various land formations and using different types of maps, depending on the information needed.

Fourth grade Social ScienceThe theme of “Organization” is emphasized throughout the social studies units of fourth grade. Using Ancient Greece, the United States, and current events, students learn about the different systems by which people orga-nize communities and societies, and about the role and function of government. Students continue to develop research and information literacy skills in conjunction with technology. Fourth graders utilize e-books, data-bases, and websites to conduct their research. They follow the “Big 6” (see Library Media Center) method of research to find, evaluate, and synthesize information to explore and express new understandings. Web 2.0 tools

are used as a method to collaborate and present their findings. In their physical and political geography work, fourth graders apply their understanding of cardinal directions, and learn about additional topics such as lati-tude/longitude, tropics, prime meridian, and time zones.

Fifth grade Social ScienceFifth grade social science is focused on particular aspects of United States history, as well as the his-tory, culture, and geography of some of our neighbors in South and Central America. Students examine how people have handled struggle and conflict, and how people stand up for what they believe and promote change in the face of injustice. Fifth graders study cur-rent events and conflicts as well as historical events, often with global comparisons, such as the American Revolution and the independence movement in India. Topics include the civil rights movement (with some global parallels), immigration, and issues and events affecting indigenous peoples. The learning process emphasizes critical thinking, problem solving, working efficiently and respectfully within a group, role-playing, and informed decision making. There is an emphasis on skill development, including note taking, map skills, research skills, and report writing. Throughout the year, fifth graders produce research projects in a variety of styles, lengths, and manners of presentation.

SPANiSh: OvErviEW

The Spanish program is designed to introduce students to the Spanish language and to Hispanic cultures, both for the inherent value and to lay the foundation for future language learning and a lasting appreciation for diversity. Given demographic trends in our country, familiarity with this language and culture is especially valuable to students. The program is spiral, which ensures that skills are reinforced annually while being studied more in depth as the students progress through the program. Students engage in activities that gener-ate enthusiasm for the study of language and culture while learning basic communication skills in the target language. The program focuses on developing strong oral-aural skills while introducing reading and writing in Spanish. The program utilizes materials such as books, pictures, photographs, flash cards, DVD’s, CD’s, pup-pets, computer resources, and the technique Total Physical Response (TPR).

Pre-Kindergarten SpanishIn pre-kindergarten, students explore Spanish through songs, finger plays, stories, and movement, and also by using the language in meaningful and familiar con-texts. The Spanish teacher and homebase teachers work together to develop cross-curricular themes in which students’ learning in the homebase classroom is rein-forced in the Spanish classroom.

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Kindergarten/Pre-First SpanishKindergarten and pre-first students learn to follow oral directions in Spanish and to ask and answer simple questions. They interact with their teacher and peers using basic greetings, farewells, and expressions of courtesy. Other specific language objectives include learning to count from 1 to 20, and learning the names of colors, days of the week, body parts, and animals. Students also learn songs (for both language and culture learning), games, Spanish stories and tales, and develop a beginning appreciation for different Hispanic foods, celebrations, and holidays.

First grade SpanishIn first grade, students build upon their Spanish lan-guage skills by practicing familiar vocabulary through games involving increased recognition and recall as well as activities that incorporate beginning reading in Span-ish. They also learn specific content vocabulary such as shapes and features of the weather. They develop their skills in following oral directions and communicat-ing in basic phrases with their teacher and peers. Using the first grade cultural focus on Mexico, students make comparisons and connections among various Hispanic cultures.

Second grade SpanishSecond graders continue to develop their Spanish by learning and using more extensive vocabulary. As their vocabulary increases, they engage in conversation to express and exchange feelings and personal informa-tion with their teacher and peers. They practice using familiar phrases through repeated class activities, such as short dialogs, songs, and cooperative group games. Students learn about Hispanic holidays and celebrations, with a focus on Puerto Rico.

Third grade SpanishThird grade Spanish conversational skills focus on interaction using vocabulary and memorized phrases to answer simple questions with complete sentences. Students learn adjectives, the concept of nouns having singular, plural, masculine, and feminine forms, and the concept of a verb infinitive and first person singular con-jugation. They practice writing using content vocabulary and familiar phrases. Expanding their cultural knowl-edge, third graders focus on Guatemala.

Fourth grade SpanishContinuing the focus on classroom and personal interac-tions, fourth grade students become more fluent in their comprehension and oral expression in Spanish. They begin to use adjectives and verbs in a more focused way in their conversation. Through extended activities to build an understanding of Spain—including an introduc-tion to Spanish stories, art, history, and architecture—students learn about the influence of Spain throughout Hispanic America.

Fifth grade SpanishBy the end of fifth grade, students are increasingly pro-ficient in their receptive and expressive language skills. They are able to communicate feelings and personal information in complete sentences, and to describe objects and events using verbs, adjectives, and nouns. With their exposure to the sounds in the Spanish lan-guage, they are more comfortable writing familiar words and phrases as well as phonetically writing and spelling words. Students continue to expand their cultural under-standing, with a focus on Cuban history, music, art, and literature.

COmPUTiNg: OvErviEW

(Please also see “Library Media Center/Information Liter-ary,” page 18.)The computer science curriculum is a critical think-ing and problem-solving course designed to encourage active learning, creativity, and exploration. It is pre-sented through the following five strands: computational thinking, collaboration, computing practice and pro-gramming, computers and communication devices and community, global and ethical impacts. Our curriculum is based on the National Standards set by the Computer Science Teachers Association.Computational thinking is an approach to solving prob-lems in a way that can be implemented with a com-puter. Our students experience collaboration most often in pair programming activities and the collection and analysis of data. Computing practice and programming involves exploring the use of programming to solve problems. Topics under computers and communica-tion devices include teaching about computing devices in everyday life and how to troubleshoot commonly encountered software and hardware issues. Whenever a new technology is introduced to students, we engage them in discussion around the impacts of that technol-ogy. All students in grades kindergarten/pre-first through fifth meet for formal instruction at least once each week in the computer lab. For half of the year they work with the Math and Computing Specialist and for the second half of the year they work with the Library Media Spe-cialist. Note: See the Library Media Information Literacy Curriculum for corresponding curriculum. Students have additional access to technology for both curricula by scheduling additional lab sessions, classroom comput-ers, and access to iPad and laptop carts. Fifth graders, additionally, have their own school supplied laptops.

Kindergarten/Pre-First Kindergarten students are introduced to basic computer hardware and software terminology that is relevant to their work. Kindergarten/pre-first students are intro-duced to programming using physical robots (Beebots and Roamer) and transition their programming skills using a graphical Logo programming environment. We

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emphasize at this early age the importance of plan-ning and thinking about a program before attempting to execute it. Class discussions involve robots and how they are different from humans and how they can be helpful to society. Math applications are also used which reinforce concepts taught in their classroom. Examples from Past Projects/Activities: • Explored shape substitutions and patterns using math software• Programmed Roamer through a 3-D maze

First grade First grade students expand their understanding of computer terminology and function that is relevant to their work. They begin to learn about the concept of information being stored remotely as they connect to our servers to save and retrieve files. First graders are introduced to spreadsheets and create and evaluate the usefulness of graphs through group discussions and analysis of data most often from a STEM activity from Science. They also learn some basic programming com-mands using Logo programming which they extensively utilize in programming activities that are closely tied to math concepts such as estimating distance, angle turns, and relative step-size.Example from Past Projects/Activities: • Graphed data from a Community STEM activity for building towers

Second grade In the second grade curriculum, students begin working through programming challenges using Logo program-ming. These challenges require them to look for repeat-ing units within structures and decide how to most effi-ciently program them. Students also work with graphing and analyzing data, often from a STEM project.Example from Past Projects/Activities: • Programmed complex geometric shapes

Third grade Basic programming skills continue to be taught as stu-dents are introduced to the Scratch graphical program-ming language. In third grade students are introduced to programming concepts such as sequencing, iteration, conditional statements, event handling, variables, and synchronization. Third graders begin to program with LEGO WeDos using Scratch which allows them to begin to build and experiment with using Scratch to turn on motors and manipulate gears and pulleys in their LEGO creations. Students experience some partner program-ming situations.Examples from Past Projects/Activities: • Program their own multiplication games with error checking and points• Build and program LEGO structures

Fourth grade Students continue to work with spreadsheets for data collection and graph analysis and begin to understand the comparative utility of bar, line, and pie graphs. They gradually transition, however, to begin to use data visualization and analysis tools. Students con-tinue to work in the Scratch graphical programming environment. Partner programming is also a significant experience in fourth grade where students experience learning-by-design projects that incorporate a construc-tivist approach to learning and education. This approach allows for students to program something meaningful to themselves or their peers. Students program Lego WeDos using Scratch which allows them to build and program LEGO models utilizing motors and sensors. Scratch boards are also used so students can manipu-late Sprites (objects programmed in Scratch) on their screens by activating external sensors.Also, as part of the curriculum students begin to unravel the “why” behind much of the technology around them. How does a computer store information? Why are flash-drives sold in certain capacities? Examples from Past Projects/Activities: • Explored the variance of resistance by writing a Scratch program that played different notes when resistance was varied• Analyzed data generated from LEGO WeDo experiments when different variables were modified

Fifth grade Fifth grade computer science represents the culmination of a six-year, progressive course of study. In fifth grade students transfer their programming skills from Scratch into a LEGO robotics environment. They build cars with touch sensors and light sensors and design programs that incorporate iteration/looping and multitasking func-tionality. Scratch continues to be used to write programs to solve math problems. Students also begin to program Scratch in Spanish by converting the programming environment to into Spanish. Students continue to work with spread-sheets for data collection and graph analysis. Students also continue to explore the “why” behind technology. Why do we have to use multiple search engines to find information? How does a computer sort information? How are various data forms stored in binary? What is the derivation of the number 1024 in the computer world?Examples from Past Projects/Activities: • Designed programs using Robolab to program LEGO robots • Programmed linear functions using Scratch to solve math problems

Through a sequential program encouraging active partici-pation and self-expression, students develop musical understanding and appreciation. The music curriculum is coordinated with other classroom lessons, such as social science and geography studies, for example, so that students might learn music from cultural traditions they are studying, or so that composer biographies are timed to fit with other biographical studies. Skills in music are also related to other disciplines, such as the science of sound production and the math of musical notation.Opportunities to participate in dramatic performance and dramatic play are woven throughout the curricu-lum, further developing creativity and self-expression. Through drama education, students cultivate a sense of themselves as creative and expressive individuals with responsibilities to a larger community, grow increasingly comfortable with risk taking, learn movement and drama skills, and develop critical and creative thinking skills.All students perform in winter and spring concerts, and individual classes have the opportunity for smaller musical and dramatic group performances throughout the year. Every fifth grade student performs in a spring musical theater production. Students in fourth and fifth grade may choose to participate (no audition required) in band and/or Kids Choir

Pre-Kindergarten Performing ArtsThe pre-k program offers a variety of experiences in singing, moving, listening, and playing, with activities that encourage both group cooperation and the expres-sion of individuality and independence. Students explore the elements of sound, silence, space, and time. They echo tonal and rhythmic patterns, master the con-cept and production of a steady beat, and distinguish between sounds produced in different ways and by different sources. Dance activities emphasize following a rhythm, and interpreting tempo and dynamics through movement. Those and other activities help lay the foun-dation for more formal study of rhythm, melody, and musical notation and dynamics.

Kindergarten/Pre-First Performing ArtsKindergarten/pre-first students are asked to participate in activities with increasing attention to accuracy; where any response might have been encouraged in pre-k, K/pre-first students are guided toward an accurate musical response to help them develop a vocabulary of musi-cal sounds and movements. Musical activities integrate with classroom themes throughout the year by focusing on patterns, rhymes, seasonal songs, animals, num-bers, letters, and sounds. Students continue to work with percussion instruments (pitched and non-pitched), and begin to distinguish characteristics (e.g. ascend-ing versus descending) of melodic phrases. They also explore a world of make-believe where stories for dra-matic play are given to them through drawings, photo-graphs, or vocal description, switching different roles and developing their abilities to work as an ensemble.

PErFOrmiNg ArTS: OvErviEW

First grade Performing ArtsIn first grade, students begin to understand the con-ceptual foundations of music, and they learn to identify symbols and terminology such as repeat sign, dynamics, forte, piano, tempo, meter, accent, bar line, time signa-ture, and introduction. Through a variety of activities, students begin a more formal sequential study of rhythm and melody. For example, first graders listen to recorded music focusing on particular elements, such as distin-guishing between duple (simple) and triple (compound) rhythms, and they perform more complex rhythmic and melodic exercises, like singing and playing rounds. First graders also continue to develop their ability for aural recognition of instruments (like violin and trumpet), and learn to identify the basic orchestral instruments and their families. Theatre related activities include drama-tizing children’s literature and exploring basic drama concepts such as role-playing and pantomime.

Second grade Performing ArtsContinuing the sequential study of the fundamentals of music, the rhythmic and melodic material gradually increases in complexity, as second graders are intro-duced to more involved exercises, and are required to master more challenging listening, instrument playing, reading, and writing skills. Students learn both aural and visual recognition of repeated, similar, and different phrases in music, and begin to label them as A, B, and C to derive form. They practice recognition of mate-rial from notation (without hearing it), and compose and write notation for short songs and rhymes. Second graders continue to expand their musical vocabularies to include terms such as timbre, crescendo, and decre-scendo. Dramatically, students focus on characteriza-tion, using their bodies and voices to represent charac-ters from literature, folklore, and their imaginations.

Third grade Performing ArtsBy the end of third grade, students acquire a sound understanding of the musical notation system. The cur-riculum in music continues to be coordinated with class-room study, and math skills are reinforced as students learn note values and time signatures. Third graders begin instruction on the soprano recorder. They also continue to expand their musical knowledge and vocab-ularies, learning, for example, to distinguish between major and minor tonalities and to understand terms and concepts such as staccato, legato, and syncopation. With regard to drama, students continue to refine and improve their improvisation and ensemble skills. They focus on creating performances by examining stories and presenting them, as well as by inventing original stories to perform for one another.

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Kindergarten/Pre-First Physical EducationKindergarten/pre-first students develop an understanding of the physical environment in which they move. Loco-motion and non-locomotion movements, in self-space and general space, allow children an opportunity to develop and explore their individual skills in a safe physi-cal environment.

First grade Physical EducationFirst graders engage in fitness activities while continuing to develop their foundation skills. Children are intro-duced to multi-step directions, while becoming more sophisticated in their knowledge and use of shuttle, relay, and line formations. Lead-up and tag games, utiliz-ing concepts and skills that underlie team sports, are also introduced. First graders develop an understanding of fair play, safety, and cooperation through group play.

Second grade Physical EducationSecond graders participate in games with three or more rules, with a continued emphasis on fair play and safety issues related to movement. They integrate foundation skills with basic sport skills in simple lead-up games and cooperative activities.

Third grade Physical EducationThird graders participate in a variety of team sports. Through team play and specific rules, they learn about positive social interaction, self-control, self-discipline, and sportsmanship. Third graders use their conflict reso-lution skills in more competitive settings, and learn to understand increasingly complex class and game rules. Third graders engage in activities that combine locomo-tion, force, and time with manipulation skills.

Fourth grade Physical EducationFourth graders continue to participate in team sports with an emphasis on physical and social skills. Age-appropriate progressions allow fourth graders to develop accuracy while throwing, striking, and kicking from static and dynamic positions. They become more effi-cient in carrying and manipulating objects during skill and drill work and in lead-up games.

Fifth grade Physical EducationFifth graders continue to participate in team sports, an approach that provides leadership opportunities and helps develop efficient locomotion skills. The mechanics of bouncing, dribbling, throwing, striking, and kicking are emphasized. Working with stationary and moving targets, students can improve visual tracking skills, while integrating balance, force, and time. Sportsman-ship, cooperation, and responsibility are an integral part of the program. Fitness testing and participation in strength building and cardio-respiratory activities help students achieve a healthier lifestyle.

Fourth grade Performing ArtsAs students progress in developing their musical under-standing and skills, there is growing emphasis on accuracy, facility, and clarity. In addition to refining their singing and instrumental techniques, and under-taking more challenging pieces, fourth graders also learn to recognize a greater variety of instruments by name and family and a greater variety of musical styles (jazz, folk, classical, etc.) and forms such as fugue. They also develop their knowledge and use of musical notation and structure, working in a greater variety of meters, key signatures, forms, and harmonic combina-tions and changes. Their vocabularies continue to grow with symbols and terms like natural, Allegro, Andante, and fermata. Fourth graders continue their study of the recorder, and have the option of participating in band and/or Kids Choir.

Fifth grade Performing ArtsThere is special emphasis on the musical theatre, as fifth graders prepare for their own musical production in the spring. By the end of fifth grade, students are able to read, write, and perform melodies and accompani-ments through singing and playing classroom instru-ments (including recorder). They are able to perform with independence and an understanding of a range of musical concepts, symbols, and terms. At this point in the program, many students have defined their own musical preferences, and take a more focused interest in musical expression and style. Fifth graders have the option of participating in band and/or Kids Choir.

PhySiCAL EdUCATiON: OvErviEW

The pre-k through second grade physical education curriculum offers each child the opportunity to develop physical skills through a movement education curricu-lum. Participation in fitness activities and building foun-dation skills are of primary importance. A non-competi-tive environment allows children to engage in activities that promote their physical and emotional well-being. The program is spiraling and sequential, offering age-appropriate activities that enhance skill development.The third through fifth grade physical education program emphasizes the integration of foundation skills with fit-ness activities and team sports. Games with more com-plex rules, strategies, and team concepts are introduced. Sportsmanship and participation are emphasized.

Pre-Kindergarten Physical EducationUsing a variety of materials and activities, pre-k stu-dents are engaged in movement activities that develop foundation skills. Understanding and negotiating the physical environment and integrating locomotion with levels and pathways are fundamental principles during the pre-k year. Students also learn how to handle equip-ment safely and properly.

All lower school students receive formal visual art instruction. Two art teachers lead the program at the lower school, teaching the core visual arts curriculum and also coordinating projects across academic areas. The visual arts program is designed to be a vehicle for creative and personal discovery, in which students learn about themselves, their environment, world cul-tures, and art history. The program provides an ongo-ing exploration of concepts, techniques, and materials that develop students’ ability to create visual solutions by implementing design principles and elements of art. Students are encouraged to express themselves with joy, imagination, clarity, responsibility, and skill, and at all grade levels are encouraged to explore individual solutions to assignments. Diverse learning styles and choices are respected.

Pre-Kindergarten visual ArtsThe pre-kindergarten visual arts program is highly expe-riential and is process- rather than product-oriented. Integrated with the classroom and other specialist areas, the program encourages students to explore self-expression—to discover ways of expressing their ideas and telling their personal stories visually (and theatri-cally, and through stories and music). Students have an opportunity to experiment and discover, using classroom tools and objects to explore their ideas and their world. The program at this level allows students to work with-out pre-conceived adult expectations for the outcome of a product.

Kindergarten/Pre-First visual ArtsStudents in kindergarten focus on obtaining basic skills of drawing, cutting, and use of attachment methods, while still focusing on self-expression and personal exploration in a process-centered environment. As concepts and new materials are introduced—including the elements of design, line, shape, color, texture, and pattern, which are revisited throughout the year—proj-ects continue to be open-ended and process rather than product driven. Students explore both two- and three-dimensional materials. Units are coordinated with, and integrated into, the homebase classroom curriculum.

First grade visual ArtsThe first grade visual arts program is structured to develop students’ abilities to combine concepts and use problem-solving strategies. Some of the projects at this level become longer and can last for weeks of consecu-tive art classes. Each project is designed to accommo-date as well as challenge each student at his/her own level of development. By the end of first grade students will know the difference between a two- and three-dimensional work. Students throughout the year will be learning to draw representational objects as they appear in space: in front of/behind, above/below, and beside. With the introduction of the overlap technique, students produce illustrations that convey a logical sequence of events. Students mix primary colors to create secondary

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colors, which they tint and shade before using them in paintings. Modeled ceramics and papier-mâché creatures are two examples of sculptural projects connected to homebase classroom studies. Pattern is the focus of a fibers unit. Students record their art projects in journals, which continue to be updated through fifth grade.

Second grade visual ArtsThe second grade curriculum continues with concept-oriented projects, which last for consecutive classes. Assignments are given to stretch each student’s imagi-nation and challenge students to problem solve with a specific goal in mind. They use sketching as a means of visual note taking and plan projects to develop a course of action. By the end of second grade, students should demonstrate an understanding of color concepts that include mixing and using intermediate colors and also using colors in warm and cool families. Symmetry, front and profile views, basic proportions of the human face, scale, horizon, and architectural form as function are among concepts introduced at this grade level. Students catalog their projects in their journals including written descriptions of methods and materials. American art is a recurring theme. The works of the Wyeth family are viewed correlating with a classroom study of the Bran-dywine River Valley, and the works of John Audubon are explored when studying scale and our local habitat.

Third grade visual ArtsIn third grade, assignments become longer and increas-ingly complex. Manipulative skills, such as drawing and painting, clay modeling, and three-dimensional construc-tions continue to develop. Design principles, overlap-ping, positive/negative space, scale, and composition are among the concepts taught in order to develop more skillful work. Craftsmanship and organizational skills are emphasized. Visual images of masterworks are used on an ongoing basis to gain greater appreciation for artistic movements and techniques.

Fourth grade visual ArtsStudents in fourth grade begin the year by building a twelve inch ceramic coil form which involves the use of three dimensional elements of design, line, pattern, and texture to sculpt solid, voluminous, organically formed containers. In fourth grade, students are begin-ning to recognize perspective in drawing, applying value scales and use of monochromatic and complementary color schemes. Masterworks from a variety of painters are viewed as inspiration. Students in fourth grade also explore cultural symbols and patterns, which involve the use of positive and negative space. This serves as a starting point for the students to produce their own unique black and white images, which they use for their linoleum block designs. Students carve linoleum and then produce a series of signed and numbered prints. The human form and figures in motion are explored in both two- and three-dimensional gesture studies. All assignments are recorded in student art journals with

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care taken to use proper art vocabulary along with drawings and plans.

Fifth grade visual ArtsThe fifth grade visual arts program is designed to guide students to new visual expression territories that will facilitate their transition to the middle school program. Students are exposed to surveys of past and contempo-rary relevant interdisciplinary works and reflective writ-ings. They learn to criticize their own work and the work of others. Students are invited to participate in discus-sions regarding the relationship between visual expres-sion, creativity, and responsibility, and are introduced to the potential of digital technology as an important tool of visual expression and inquiry. Technical objectives are achieved in the fields of drawing, two- and three-dimensional design, painting, photomontage, digital photography, and computer graphics. Key works inves-tigate overarching interdisciplinary themes, and personal journals are used to record important ideas, reflections, and future goals in areas of interest.

The Library Media Center (LMC) is an integral part of the lower school education program, fostering enthu-siasm for the process of learning and for lifelong read-ing, developing an appreciation for different cultures through literature and non-fiction research, teaching specific learning skills, and developing students’ sense of responsibility in using a shared resource. We recog-nize that students retain skills best when our lessons are taught in the context of the classroom curriculum, so information-seeking strategies and other library-related skills are taught in various subject areas. Our program is based on the National Standards set by the American Association of School Librarians entitled Standards for the 21st Century Learner.We plan teaching units closely with classroom teachers and integrate lessons based on a unique combination of the Bix Six Information Problem Solving Model as well as the I-Search model of inquiry. We have meshed the idea of the Big Six, which is a more linear approach to research, with I-search to emphasize our interest in having students follow their interests. The Big Six addresses essential steps of research including task definition, locating and evaluating information as well as presenting information. I-Search, originally developed by Macrorie for the collegiate level, has been successfully adapted to the elementary level and is an excellent con-struct for multi-disciplinary learning. I-Search is designed recognizing inquiry as a non-linear process. It spirals as learners adapt new perceptions and new queries. Students become immersed in the topic by construct-ing good questions. Students develop ownership of the topic because they chose it. They feel empowered and motivated to discover the answers. Journal writing is built into this model; students become more reflec-tive and deepen their awareness of their topic and the process.WFS offers a distinctive model where information lit-eracy is interwoven with technology so that students are practicing their skills in the most meaningful pos-sible way. Students are introduced to many ways of organizing and presenting their ideas, from programs like Inspiration and OpenOffice to Web 2.0 tools like Voice-thread, Glogster, and Google Docs. At age-appropriate levels, students are introduced to Internet Safety and their role to become good digital citizens. We embrace opportunities to collaborate with other students as well as other communities and cultures with a firm belief that sharing increases opportunities for global learning.Additionally, the Library hosts author/illustrator visits to further appreciation of literature. We have hosted New-bery authors Grace Lin and Rita Garcia-Williams, as well as Nancy Carol Willis, Kevin O’Malley and Peter Cata-lanotto; we have Skyped with other classrooms as well as with poet/author Debbie Levy. The library contracts for speakers from the Delaware Humanities Council to enhance the classroom curriculum. The Library also coordinates interactive webcasts to connect students with authors and global issues.

LiBrAry mEdiA CENTEr/iNFOrmATiON LiTErACy: OvErviEW

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Pre-Kindergarten Library media CenterStudents are introduced to the idea that the materials in the LMC have a specific order. Children begin to use the borrowing and returning procedures of the LMC. They are also taught responsible library behavior, including care of, and responsibility for, shared resources. They learn the roles of author and illustrator; and when listen-ing to literature, they are asked to predict outcomes and to relate stories to personal experiences. Respect-ful listening skills are introduced, including focus on the person reading or telling the story. Pre-k students are also introduced to book selection, as they identify areas of interest and favorite authors. Recognizing that chil-dren of this age learn in kinesthetic ways, they engage in a variety of hands-on activities to reinforce this learn-ing style. They participate in acting out stories, making apple pies, visiting our pretend “farm stand,” snack shop and hospital unit.

Kindergarten/Pre-First Library media CenterK/pre-first students continue to use the borrowing and return procedures of the LMC. They also learn to name two possible sources of information to answer a ques-tion, and begin to work more formally in groups to pursue and generate information. As part of the coordi-nation of LMC teaching with classroom curricular goals, the students experience “authentic learning” activities, such as acting out nursery rhymes. They continue to participate in both listening and interactive story times, drama groups, and individual consultations for book selection.Kindergarten/pre-first grade students learn basic terms and functions of the computer, and acquire foundation skills such as how to use the mouse, log on and off a network, open and close folders, and start and quit pro-grams. They learn the basics of keyboarding (left hand versus right hand keys, space bar, delete key, and shift key) and begin word processing (lists, short passages). They also create artwork in graphics programs, and begin to transfer skills between programs. With careful teacher guidance, students begin to explore the Internet as a source of information and means of communica-tion, viewing selected web pages. The i-SAFE curriclum is used to teach Internet safety topics. Example of projects:• Students create poems and computer generated artwork which is celebrated in their very first e-book.

First grade Library media CenterFirst graders become increasingly sophisticated in their approach to information sources, acquiring a conceptual understanding of citing information sources and develop-ing their ability to read for information and to take notes with adult assistance. In two different units, they iden-tify facts together and categorize those facts together. They learn to approach a research topic by examining many different library books in a “book tasting.” First graders continue to participate in drama groups and

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increase their book selection skills through individual consultation with the library staff. First grade students expand their understanding of computer terminology and function. They add skills in keyboarding and word processing and learn to highlight, edit, and proofread text. Since they begin to do more story writing in first grade, students use tools to assist them in planning and brainstorming. They also begin to use a greater variety of tools for creating and manipu-lating graphics, and increase their understanding of the Internet, and begin to define its place in information-seeking and problem-solving strategies they learn in the integrated curricula of the homebase classroom and the Library Media Center. The i-SAFE curriculum is used to teach Internet safety topics.Examples of projects:• Students create their own city and country book, using Storyjumper, as a culminating activity in their study of communities.• Students use Paintbrush to create their own artwork for their book.• Students share their research using Voicethread.

Second grade Library media CenterWith assistance but growing independence, second grade students continue to locate their own books on the library shelves. Gradually, they learn to pick a book that not only interests them but also is appropriate in reading level and size, no longer feeling that just carry-ing around a really big book means that you’re a good reader. They develop their research skills by practicing “skimming and scanning” to locate information and by extracting information from a variety of sources with assistance. Second graders learn to plan individual and group projects, and present more formal written and oral reports. Non-fiction is a focus; one in-depth unit high-lights biography and how people change the world. The study culminates in an annual event at which students present biographical speeches to visitors, and in a web-based poster that includes their research and a video. Book tastings, book talks, and drama groups continue. Art, science, and literature are interwoven in a rich unit that includes outdoor observation and identification of birds in their natural habitat. Children then return to the Art Studio to create drawings of birds they have seen.In addition to expanding their application of general computer skills, second grade students learn more about the role of servers and networks, and about saving, retrieving, and printing documents. They continue to use planning tools for writing and organizing information.In keyboarding they begin two-handed typing; in word processing, they begin more routinely to publish their work applying skills such as centering text. They con-tinue more advanced work in graphics and multimedia; they participate in longer-term projects. Students are also introduced to Web 2.0 technologies. Second grad-ers become more sophisticated in their approach to the Internet, as they develop skills to navigate selected web

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pages. The i-SAFE curriculum is used to teach Internet safety topics.Example of projects:• Students used Glogster to present their research on their biography study, using images, text, and video.

Third grade Library media CenterIn third grade, students learn to be more independent in many of the steps of the I-Search model. They work on evaluating their information needs, locating books by call number using the online catalogue, taking notes from and citing a variety of sources, and using general reference materials such as online and print encyclo-pedias as well as databases and e-books. Work in the LMC is closely coordinated with third grade curricular focuses on reading for information. In addition, as stu-dents become more advanced in using the computer as a tool, they also learn to recognize out-of-school infor-mation sources, such as the public library, museums, and human sources such as speeches and interviews. Book tastings continue to introduce them to the wealth of printed resources in the LMC. Book talks that focus on various genres, such as historical fiction, travel and history, mystery, and poetry, expand their interest in reading. Students have formal lessons in research and technol-ogy skills, including mind mapping, creating an out-line, and using Web 2.0 tools to present their findings. Students at this age blog about books to share their enthusiasm and discover new books from their peers. At the third grade level, there is a significant change in applications and students are guided to transfer prior knowledge and skills as they undertake new challenges with a great variety and sophistication of tools. Third graders begin to maneuver among open documents and learn to work between multiple applications simultane-ously. Keyboarding continues as students are expected to use the “home row” routinely. They create longer and more advanced word processing documents, adjusting page orientation and border widths and using functions such as spell check and the “select all” and “undo” commands. In multimedia, they plan and design pre-sentations using three or more slides, importing graph-ics, sounds, and text, and adding transitions between slides; they also evaluate the effectiveness of differ-ent presentations. Working on the Internet, students begin to understand keywords in using search engines effectively, and to compare the usefulness of different search strategies. They also begin to use on-line elec-tronic databases and to compare using the Internet to using such databases. The “Big 6” information skills are introduced and students are expected to use those skills when accessing electronic resources. The i-SAFE cur-riculum is used to teach Internet safety topics. Students work with Web 2.0 technologies such as Google Docs and Glogster. At this grade level, the iBook cart is often used for research and for word processing.

Examples of projects:• Students created outlines using Inspiration to orga - nize their notes on their independent research study.• Students used Glogster to present and reflect on their learning about early American civilizations.• Students used Google Maps to create their own map to reinforce learning about the continents and oceans.

Fourth grade Library media CenterFourth graders become independent in their ability to compare and contrast sources for relevance, consis-tency, and comprehensiveness; they begin to look for and recognize inconsistencies in information sources. They also become increasingly independent and suc-cessful in locating materials and using information. The skill of reading for information is strongly developed, with lessons that emphasize highlighting keywords, citing sources, and paraphrasing. Genre book talks, as well as those highlighting books new to the LMC, continue. The I-Search Model is deeply entrenched in a non-fiction unit, which allows students to explore their particular interests. All of their skills are reinforced and the focus on translating notes into original work is emphasized. Students have the opportunity to practice diverse note-taking skills based on their learning style.Fourth grade students continue to develop their skills through assigned projects, experimentation with dif-ferent software, and a balance of individual and group work. They undertake more challenging projects in multimedia presentations, Internet and on-line database research, spreadsheet and graph work, and word pro-cessing and graphics. In this year, students have regu-larly scheduled keyboarding practice, in addition to their computer periods. They also work more independently at this level. Students use a wider range of electronic databases and the Internet more routinely, and their research is guided by the I-Search information skills. By this level of the program, students are also asked to become more sophisticated in their critical evaluation of different computer tools and resources. The i-SAFE cur-riculum is used to teach Internet safety topics. Students work more extensively with Web 2.0 technologies.Examples of projects:• Students used Google Docs to create and write their own Pourquoi tales as a culmination of a literature unit.• Students used Voicethread, a multimedia tool, to reflect on their research into Pakistan/Afghanistan.• Students blog about books to share their enthusiasm for reading and gain recommendations from their peers.

Fifth grade Library media CenterFifth graders continue to become more independent in their information-seeking skills, and in their understand-ing of the importance of following the I-Search model and making a plan when given a research assignment. By the end of fifth grade, students have had consid-erable practice formulating good research questions, locating and using information to solve a problem inde-pendently, and organizing and presenting that informa-tion in an appropriate and interesting way. They are usually able to differentiate between fact and opinion in sources, to recognize inconsistencies in sources, and to evaluate the currency, authenticity, and objectivity of sources. All of these skills are integrated within each discipline through a variety of research projects. Fifth graders continue to explore different literary genres, and they learn to write book reviews. Students create an e-portfolio which highlights their work. Based on their favorite picture books, fifth graders make selections to share with their pre-school buddies.Fifth grade represents the culmination of a six-year, progressive course of study, supported by additional technology experiences in the homebase classroom and by participation in the one-to-one laptop program. During this year, students are being prepared for the transition to middle school. Students refine their skills of critical evaluation of programs, presentations, and Inter-net resources. Their study goes beyond the acquisition of basic skills, to sophisticated application of technology for a purpose and higher-level thinking toward problem-solving and creative expression. Students continue with regularly scheduled keyboarding practice. Their word processing documents are now multi-page products, created through a variety of tools and commands. Their graphics skills include applying a variety of tools to manipulate both original and inserted images. Using a variety of multimedia tools, they design multimedia pre-sentations that include multiple slides, importing graph-ics, and sound. Their Internet skills include: identifying different components in web sites, citing referenced web sites, and identifying and modifying keywords to use search engines effectively (and an early understand-ing of how search engines work). The i-SAFE curriculum is used to teach Internet safety topics. Students use a variety of Web 2.0 tools. Additional on-line electronic databases are introduced, and the I-Search informa-tion skills continue to platy a significant role in research activities.Examples of projects:• Students used Sliderocket to create book trailers with audio, music, images and text.• Students created a website designed to be their student portfolio.

Human Dynamics and Development is a cross-divisional (lower, middle, and upper school) program at Wilming-ton Friends, encompassing social and emotional aware-ness, interpersonal relationships, and healthy living habits, including strategies and processes for making informed decisions. In middle and upper school, there are specific courses, required for all students, in the program (sixth grade-Connections; seventh grade-Con-flict Resolution; eighth grade-Decision Making; upper school-Wellness I & II). In lower school, the program is centered in the homebase classroom and is closely aligned with division objectives regarding the develop-ment of a child’s self-concept and relationships with others. Themes in lower school Human Dynamics and Development include treating others with respect, peaceful resolution of conflict, appropriate expression of emotions, the process of assessing risks, increasing independence and self-reliance, and making informed and healthy choices.

hUmAN dyNAmiCS ANd dEvELOPmENT

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Wilmington Friends School101 School RoadWilmington, DE 19803

Quaker, founded in 1748, welcoming to all faith and spiri-tual traditions;

Coed, Early Learning Center (ages two and three) through 12th grade;

Signature international programs, including the International Baccalaureate (first in Delaware), School Year Abroad (first in Delaware), interdivisional Chinese program, and language study beginning in PK;

A “global” approach at all grade levels, in content and in teaching students to engage complex issues intellectually and in action, in and outside of the classroom, with a sense of confidence and responsibility;

“One-to-one” student laptop program, grades 5-12, with additional laptop carts, iPads, technology lab, and library computer lab in lower school;

Lower school STEM Lab;

Singapore Math approach, “Math in Focus, in K-5;

Advanced and independent study opportunities;

Commitment to diversity central to the school’s original and ongoing mission;

National/international faculty searches, emphasis on profes-sional development;

Competitive athletics in grades 7-12, extensive physical education program PK-6;

Highly individualized, professional college guidance, match-ing students with schools that fit their goals and interests;

Visual and performing arts, with courses/independent study to prepare for college majors, and with performance op-portunities in instrumental and choral music, drama, and musical theatre;

Extensive financial aid program, rooted in the school’s mis-sion, to meet a range of need, including the national Ma-lone Scholars Program (first and only school in Delaware);

After-School Program for Early Learning Center through sixth grade;

Summer camps for age three through ninth grade.

SOLAr Pv SySTEmBoth campusesDuring the summer of 2011, Wilmington Friends installed an 860-panel solar PV system, which provides power to meet approximately 16% of the school’s electricity needs. The solar PV system is also a distinctive teaching tool and an important addition to our global curriculum across all divisions.

middLE/UPPEr SChOOL CAmPUS:Grades 6-12Located in the residential neighborhood of Alapocas, just outside the City of Wilmington: approximately 25 acres, one building of 175,000 square feet; includes five athletic fields, six tennis courts, three full-size gyms (one un-der major renovation in 2012-13), fitness room, a newly designed theatre (under construction 2012-13), Meeting Room, seven science labs, two art studios, choir and band classrooms and rehearsal rooms, with wireless internet to support the 1:1 student laptop program.

LOWEr SChOOL CAmPUS: Early Learning Center – Grade 5Located on the wooded boundary of Alapocas: approxi-mately 30 acres (including wooded areas), two buildings totaling 68,000 square feet; includes two gyms, science and STEM labs, computer classroom lab, After-School Program computer lab, laptop and iPad carts, three outdoor playgrounds, two additional paved outdoor play areas, two athletic fields (also used by middle and upper school sports teams), a Library Media Center with a computer lab open every school day, Meeting Room/auditorium, and facili-ties architecturally designed for music (including practice rooms) and art (including ceramics studio).

For more information, contact:Office of Admissions and Financial Aid(302) 576-2930admissions@wilmingtonfriends.org