the lower school experience

The lower school program at Sea Crest is carefully designed to meet the evolving cognitive, social/emotional, and physical needs of our young students. The curriculum is rooted in the constructivist belief that children learn best by doing. Thus, experiential, hands-on learning opportunities abound.

In grades K–3, students learn core subject material through richly integrated studies in homeroom classrooms. Enrichment classes in art, music, drama, technology, Spanish, and physical education help to provide a multi-dimensional learning experience that engages all interests and learning styles. Supportive and collaborative classroom environments encourage students to take risks and engage in creative thinking and problem solving. Teachers provide a blend of focused small-group, whole-group, and individualized instruction to meet student learning needs and challenge each to work towards his/her personal best.

In 4th and 5th grades, core subjects are separated into two divisions—math/science and humanities. In these important intermediate years, students prepare for middle school by rotating between the two divisions as well as the enrichment courses in art, music, drama, technology, Spanish, and physical education. Knowledgeable and passionate faculty are able to cultivate a deep understanding of subject-level content and focus on differentiating learning experiences according to student interest and entry point.

poster language arts

From the very first day of kindergarten, students are encouraged to view themselves as readers and writers and to recognize the strong connection between reading, writing, and speaking. Literacy skills and strategies are explicitly modeled and taught in a workshop format that builds a sense of ritual and community around the written word.
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There are three main components to the language arts program:

reading

Students are given daily opportunities to read independently, with partners, and/or in small groups. During reading workshop, teachers support students in getting to know themselves as readers and in learning to select books that are “just right” for their reading levels. Teachers provide explicit instruction in decoding and comprehension strategies and regularly assess student progress to inform instruction. In addition to learning how to read, students discuss and explore why we read and make important connections between literature and life. Students are encouraged to reflect upon their reading lives and to recognize the value and importance reading holds in helping us better understand ourselves and the world around us.

writing

In writing workshop, a strong emphasis is placed on the connection between reading and writing. Students learn to read like a writer and to write with the reader in mind. Writing skills, strategies, and conventions are embedded within units of study that help students explore a real world context for writing and examine the work of mentor authors. Students learn to write for different purposes and to develop their own unique voice as a writer. In immersing themselves within a particular genre or style of writing, the teacher guides students to identify the characteristics of that kind of writing, to appreciate the craft of mentor authors, and to incorporate what they have learned into their own work. Students learn to view writing as a means of sharing their thoughts, feelings, ideas, and experiences with others.

word study

Word study acts as the contextual glue that binds reading and writing. In addition to the skills lessons embedded within the reading and writing programs, separate time is devoted at each grade level to Word Study opportunities that may include direct instruction in phonemic awareness, phonics, spelling strategies and conventions, or vocabulary and morphology. These opportunities vary due to grade-level expectations and the developmental needs of students.

teddy bear math mathematics

Our math program is grounded in the belief that math is more meaningful when it is purposeful, rooted in real-life contexts and situations, and when children are given the opportunity to become active participants in their own learning.
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In addition to traditional fact practice, teachers utilize a variety of manipulative materials, models, mathematical tools, games, and collaborative group work to engage students in problem-solving opportunities that reinforce skills and expand conceptual understanding. All students are challenged to develop the computational skills, mathematical reasoning, and creative problem-solving strategies that will help prepare them to meet the demands of higher-level mathematics and the job market of the future.

The program is divided into six mathematical strands: “Numbers and Numeration,” “Operations and Computation,” “Data and Chance,” “Measurement and Reference Frames,” “Geometry,” and “Patterns, Functions, and Algebra” that are woven throughout the grade-levels. Each strand is carefully articulated to ensure students are exposed to an ever-increasing body of mathematical knowledge that grows in complexity and sophistication each year.

experiment science

The primary goal of the lower-school science curriculum is to encourage children to develop a sense of curiosity, appreciation, and respect for the natural world. Students explore the physical, life, and earth sciences through hands-on experimentation, observation, research, and discussion.
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Inquiry-based investigations challenge students to think “scientifically” and offer opportunities to engage in the scientific process. Throughout these explorations, students gain insight into the connection between all living things, a sense of global responsibility, and an appreciation for the role science plays in our everyday lives.

poster social studies

The social studies curriculum at Sea Crest allows students to learn more about themselves, develop understanding and empathy for others, learn to respect and uphold the rights of their fellow human beings, and acquire the habits of globally aware individuals and productive adults.
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Students are able to recognize and understand the connections that exist between self, family, and community, as well as the connections between life in the past and life in the present. Teachers design units of study that provide students with opportunities to utilize critical thinking and inquiry skills in exploring concepts that relate to the social world. The curriculum integrates children’s learning in all academic areas from reading to mathematics to art.

physical education

Promoting a healthy lifestyle through a positive experience is fundamental to our physical education program. In our lower school program, we teach communication skills, encourage cooperation and teamwork, and model positive attitudes while working to help our students develop a strong, positive self-image.
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grades K–2

In the primary grades we seek to enhance the student’s social, cognitive, and physical development with a focus on gross-motor-skill activities such as hopping, skipping, and balancing, and, with the help of the school’s Guiding Principles, defining and reinforcing acceptable social standards.

grades 3–5

In the formative years we concentrate on sport-specific skill sets. Students gain confidence in their ability to participate in mainstream sports, develop sportsmanship and learn to compete positively through games designed specifically for these tasks. Positive peer relationships are emphasized, as students learn to resolve conflicts peacefully and work cooperatively.

All lower school students partake in physical education for 30 minutes every day.

art class arts and enrichment

There are many kinds of learners and a well-rounded program ensures that everyone can thrive. Our enrichment program offers students the opportunity to discover new talents, explore, and expand their horizons. Beyond the fun, these enrichment opportunities foster students’ social, academic, and personal growth.
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art

All lower-school students participate in formal art instruction for an hour each week. In art class, students learn to express themselves and their creativity through explorations in line, shape, color, texture, value, form and space. Projects are carefully designed to expose students to a wide variety of media while building foundational skills and concepts in age-appropriate and engaging ways.

Beyond the development of fine motor skills and coordination, art helps students see the world in new ways. They learn to analyze and appreciate the structure, shape, and hidden beauty in everyday objects. And because art tells a story—providing a way for students to learn about other people, places, cultures, and times—special projects are often planned to coordinate and expand upon core classroom learning in Social Studies, Science, Language Arts, or Math.

As students learn to use new tools and techniques, they also learn that art can be a valuable form of self expression. Art allows children a safe avenue to explore thoughts, feelings, and emotions; it can help to children to deal with an internal conflict or challenge.

The goal of art education at Sea Crest is to provide children with the knowledge, experience, and skills to discover their inner artists, gain confidence in their creative ability, view art as a positive form of self expression, and become life-long appreciators of the arts. For sample projects, please visit our gallery.

drama

Lower School students attend a half-hour drama class once a week. An important part of a balanced Arts education, drama nurtures the moral, psychological, and social growth of all students.

Students use improvisational games and language, developed by Viola Spolin, to increase self-esteem, improve communication skills and begin a lifelong appreciation of the theatre. As the classes progress, we introduce more complex, grade level appropriate work, including script analysis, audition technique, scene and monologue study, and advanced acting lessons developed by Sanford Meisner.

In Drama class, students discover their unique senses of humor, learn how to collaborate, develop empathy for others through role play, gain confidence and poise when “taking the stage”, and get the chance to put all of their newly acquired skills and talent to use in the annual all-school spring musical.

music

Music matters at Sea Crest, and all lower school students attend half-hour classes twice a week. In class, students make a project of listening to and learning from a wide selection of songs representing various countries, cultures, and time periods. We work diligently to develop musical literacy through a sequential method that draws from folk songs, games, and rhymes collected from all over the world.

Using and developing our own voices first, students eventually work with Orff instruments to prepare for band in grade 5. Our program is grounded in the philosophy that all children can sing and that only the best selection of songs should be used to teach them. The goal of our program is to help each child develop comfort and confidence in singing and music-making.

Whether or not students choose to pursue music as an area of study in the future, we hope to raise a generation of music-appreciators who understand the significance of a musical education and value the important role music plays in society.

spanish

To be true citizens of the world, students need to acquire a deep understanding and appreciation for other cultures. More than just language instruction, our Spanish program offers an introduction to the many varied cultures and traditions of the Spanish-speaking world as a means of developing more globally minded and aware individuals.

In grades K–5, students participate in Spanish instruction inhalf-hour sessions twice weekly. Our aim is to develop genuine interest in the Spanish language from an early age and, in doing so, provide students with a strong foundation for language learning and Spanish fluency later in life.

The learning experiences in class emphasize listening, speaking, reading and comprehension in meaningful, communicative contexts, such as social/cultural learning, games, songs, rhymes, movement, and arts and crafts. Language activities are geared to the child’s interest, developmentally appropriate, and thematically organized to reflect grade-level core curriculum. Utilizing fun, play-based techniques and activities, we help children to discover interest in the language, build their comprehension, and foster confidence to participate in Spanish.

sample units

kindergarten—greetings and introductions, numbers 0–20, colors, body, calendar and clothing
grade 1—numbers 0–30, infinitive verbs, manners, neighborhood, farm animals and professions
grade 2—numbers 0–50, seasons, adjective/noun agreement, holidays and family
grade 3—numbers 0–50 and to 100 by 10s, telling time, months of the year, food, five senses, and indigenous cultures (Aztec/Maya)
grade 4—numbers 0–100, likes and dislikes (gustar), opposites and comparisons, gender and number agreement and Hispanic heritage
grade 5—numbers 0–1000, self-descriptions (ser vs. estar), -ar verb conjugation, weather and geography

technology

One of the programmatic goals at Sea Crest is to develop technology-fluent students who are well prepared to navigate both the current and future demands of 21st century learning and living. Technology instruction begins in kindergarten and focuses on the use of technology as a tool for learning. Students explore a variety of programs and platforms, developing technology literacy while creating projects that are closely integrated with the core classroom curriculum.

Tech education at Sea Crest is designed to be developmentally appropriate and aligns with the goals set out in the International Society for Technology Integration (NETS) standards across the following six strands:

creativity and innovation—make it

Students demonstrate creative thinking and problem-solving skills to develop innovative products and processes using digital technology.

communication and collaboration—say it

Students use digital media and environments to communicate and work collaboratively, across the global community, to support individual learning and contribute to the learning of others.

research and information literacy—find it

Students use appropriate search strategies to locate information on the Internet and evaluate the quality and reliability of source materials.

critical thinking, problem solving, and decision making—solve it

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

digital citizenship—protect it

Students understand human, cultural, and societal issues related to digital technology and practice legal, ethical, and responsible behavior.

technology concepts and operations—use it

Students utilize technology concepts and tools, become proficient in selecting, using and troubleshooting tools efficiently, and learn to transfer current knowledge to learning new technologies.