Characteristics of
Grades
| K
| First | Second | Third
| Fourth | Fifth | Sixth
| Seventh & Eighth | Ninth
& Tenth |
Please note: Ages
and grades are not necessarily the best means of characterizing
an individual’s aptitude or developmental progress.
Developmental
Kindergarten
A program that supports
the eagerness, joy, creativity and laughter of the young student.
Foremost and without
question, our kindergarten program caters to the developmental needs
of the young school age child. Through imaginative play, exploration
and planned learning activity, the young child becomes introduced
and later competent with the routines of the classroom learning
experience. Trusting, caring relationships with teachers help build
bridges to new learning experience. Friendships, successful acquisition
of developmentally appropriate skills, and happy hours spent in
the school environment help to reinforce the student’s attitude
and identification with the learning process. The kindergarten age
child is fascinated about the world. Using all five senses, the
kindergarten student actively develops a successful foundation for
continued learning and discovery.
First Grade
The first grade child is a competent student. This age student
is eager to learn! Success begins to be a natural motivator in acquiring
new skills. First grade is highlighted by celebration and achievements.
This year of learning
is especially productive and rewarding to the young student. The
first grader’s curriculum gives life to many different topics
of information about the world. The student’s curiosity and
imagination compliment a variety of learning activities and projects.
Learning takes on a new
focus as the student’s individualized programs continue to
integrate their ability to acquire academic foundation skills. Play
provides this age student with additional opportunity for problem
solving and critical thinking skills. Experiential learning is emphasized.
Field studies and art activity is implemented in weekly planning
and compliments an integrated, thematic- based approach. The student’s
developing language art skills and mathematic skills provide new
and exciting opportunities for individual and small group project
work.
“Our aim
in answering or responding to children's question is to encourage
intellectual and social initiative, not discourage it...”
Second Grade
The second grade student is comfortable with the learning process.
The classroom experience continues to offer a wide variety of developmentally
appropriate learning activities.
This age student is articulate
and inquisitive. Reasoning skills and imagination are blended with
humor as the student continues to develop new understanding of their
world. Second graders are noted for their self-expression! These
students are impressionable and excited by new experiences. Learning
continues to foster new ideas and competence.
These young students
are beginning to show initiative and enjoy independence in their
work process. The classroom experience continues to provide a balance
of teacher directed, child directed activities. Students are encouraged
to pursue their own interest in their project work and utilize their
skills in meaningful ways.
Academic skill programs
continue to be individualized. Planning allows for varied development
and aptitude.
Third Grade
Knowledgeable and coordinated, the third-grader is a productive
student. Capable and autonomous, this age child is often self-motivated
and independent in completing learning activity. The third grade
program strengthens skills, builds comprehension and new understanding.
Project work becomes a necessary component of the educational process
and an outlet for the students’ self-expression.
The third grade child
enjoys learning experience, which is intellectually stimulating
as well as experimental and tangible. Inventions, experiments and
games that offer strategy and risk, are much more attractive to
this age child. Understanding continues to be refined as the young
student actively explores their world.
Interactive and cooperative,
the third grade classroom encourages self-expression and strengthens
oral presentation skills. Research skills offer the student the
enhanced ability to further their studies outside the classroom.
Project work begins to show attention for detail as the students
continue to assimilate new information.
Fourth
Grade
The
fourth grade student is inventive and eager to test their ideas
and abilities. Skills become meaningful tools as their learning
experience continues to challenge their intellectual and creative
aptitude.
The fourth grade student
is ready for leadership experience and can be a successful group
motivator. Practical experience with organization, planning and
brainstorming provides the student with a heightened sense of industry,
productivity, and goal setting. Mentoring opportunities enhance
the student’s self confidence and aids in the student’s
ability to apply their skills and knowledge.
Experiential learning
continues to enhance the fourth graders logical reasoning. Intellectually,
this age student continues to rapidly assimilate new information.
Fourth graders begin to successfully associate and create intelligible
explanations about their world.
The fourth grade classroom
facilitates many new challenges, yet allows for differences in development
as well. The fourth grade student is perceptive and observant. This
age student is a natural investigator.
Fifth
Grade
Active and responsible,
the fifth grade student has an attention for details. Critical thinking
skills provide this age student with the ability to construct and
design. Learning activity and other games where strategy and problem
solving skills are stressed, provide this age student with hours
of enjoyment.
Mysteries are fascinating
and intriguing to this age child. Adventure stories captivate and
entertain. This age student enjoys being dramatic.
This age student enjoys
costumes, character role playing and attracting the attention of
an audience. Again, differences in students’ personalities
reflect these above-mentioned descriptions to different extremes.
The atmosphere in the classroom is one of acceptance and mutual
respect. Students are responsive, yet sensitive to criticism.
Field studies and project
work continues to stimulate awareness and support various interests
and studies outside the classroom. This student is interested in
community, industry, and cultural events, and enjoys adventuring
away from school and home. The fifth grader is inspired by role
models of varying occupations and professions.
Sixth
Grade
The sixth grade student
is perceptive and competent. This age student is beginning to recognize
his or her own learning potential. Self-awareness seems to mirror
their fascination with relationships and their identification with
people they admire. The sixth grade student is competent and works
independently.
The sixth grade program
stresses comprehensive learning. Abstract reasoning and problem
solving skills continue to develop and mature. The students understanding
for concepts and systems parallel their interest in planning and
organizing their own activities.
Sixth grade students
recognize the importance of communication skills, because they need
to be understood. As they analyze and identify differences, similarities
and relationships in their world, they begin to identify how their
family values and belief systems compare with society.
The sixth grader begins
to ponder and align themselves with interest areas and people they
enjoy. This age student is interested in relating and being socially
accepted.
Seventh
and Eighth Grades
The seventh and eighth
grader is capable and skilled. This age child is now able to practice
time management skills with success. Transitions between studies
are handled now with maturity. The seventh and eighth grade student
is observably self-disciplined. They are able to work both independently
and cooperatively.
Comprehensive learning
continues to be emphasized for all seventh and eighth grade students,
in all subject areas. Productive and industrious, the students are
challenged by learning activity that requires them to use their
skills in meaningful ways.
The seventh and eighth
graders are responsible group members. They are interested in associations,
club memberships and community activities. The student’s apprenticeship
program offers experiential learning and the opportunity for students
to further their learning about the social community.
These students are studious
and interested in many different areas of study. The curriculum
for this age student continues to enhance and refine skill learning.
This age student is excited by meaningful activity and inspired
by people they admire. These students are coordinated and aware
of their talents. They are self-motivated students. The atmosphere
of the classroom facilitates higher levels of thinking.
This age student enjoys
debate. Speeches and oral presentations allow them to strengthen
their communication and presentation skills. Dramatic roles in plays,
skits and monologues reinforce their enjoyment for character and
dramatic impersonation.
The eighth grade student
is recommended to ninth grade studies when their overall skill assessment
and individualized academic portfolio shows comprehensive acquisition
and retention of skill at a level consistent with the individual’s
K-8 grade development. Age is not a necessary determinant of promotion
schedule.
Ninth
and Tenth Grades… An Educational Choice
This program was created
to validate nurture and support the student whose aptitude, development
and interest dictates an alternative course of study. The ninth
and tenth grade student’s individualized academic studies
are comprehensive and specific to meet the requirements of standards
set forth by the California High School Proficiency Exam (CHSPE).
Enrollment in this program is limited and requires comprehensive
assessment and consultation.
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