In this dynamic environment, students learn about the elements (or visual components) as well as the principles of art that artists use to organize their work. The elements are line, shape, form, value, space, color, and texture. The principles include rhythm, balance, emphasis, proportion, gradation, harmony, variety, and movement. These principles and elements are taught through the lens of the history of art. Throughout the school year, students are introduced to a variety of artists and art forms, ranging from Ancient Egypt to the work being created by contemporary artists from around the globe. All artists and styles explored offer the opportunity to learn about how their work incorporates the elements and principles of art. Throughout the year, the art studio collaborates with core- and co-curricular teachers to implement STEAM initiatives, including this year’s focus on global citizenship. These allow the opportunity to incorporate the arts into every area of learning. Likewise, many of the elements and principles of art are naturally occuring in STEAM, such as shape, proportion, form, balance, value, the science of color, and more. The art studio should be a place where every student feels empowered to assert their creativity. To this end, the focus is on kindness and creating a work space where students feel confident and eager to express their ideas. Contemporary American artist Amy Sherald said, “I don't think anybody can create in a space where they don't feel comfortable.” In the art studio, students are given tools to find this comfort and courage to create and grow across the arts and the STEAM curriculum.

Fifth-grade students will be introduced to CI through the "Nous Sommes" program, which is designed to cover all aspects of French 1. To complement this program, I am incorporating activities, discussions, and projects that enhance their first-year experience in my class, all of which are tailored to pique their curiosity.

The core curriculum for the library adds depth to all other curricular areas for each grade level. We seek to foster a love of reading in our students by exploring literature and engaging in book discussions. We believe that research and information literacy skills are vital to success across every subject area. Guided by standards outlined by the American Library Association, we teach students how to find and access information effectively and efficiently, how to critically evaluate information and its sources, how to incorporate research into their own work, and how to properly cite information gathered through this process in their own work.

• Whole Numbers (approximation, factors, multiples, prime factorization, multiplying and dividing by tens, hundreds, and thousands)
• Four Operations of Whole Numbers
• Fractions (comparing fractions, multiplying and dividing fractions, adding and subtracting unlike fractions, adding and subtracting mixed numbers, multiplying a fraction by a whole number, fraction of a set, word problems.)
• Area and perimeter, surface area
• Decimals
• Percentages
• Angles
• Average and Rates
• Data Analysis

Intermediate grade levels participate in the development and practice of note reading and writing skills through a variety of pathways (songs, games, assessments). Students make creative connections to academic learning through studies of musical genres (Folk, Classical, Jazz, etc) in relation to instruments, musical expression, improvisation, and cultural literacy. Classes perform throughout the school year at Morning Meetings and at the Holiday Program. Students also participate in Celebrations of Learning through collaborative STEAM projects during the year. Choral Music (Grades 4 - 8) The TCS Choral program has three vocal groups: Intermediate (4th/5th) Chorus, 6th Grade Chorus, and an audition-based Chamber Chorus (grades 6-8). In rehearsals, there is an emphasis on ear training and pitch matching through the use of vocal warm-ups, scales, and exercises. Reading and understanding vocal music, 2-part harmony (Intermediate) and 2- or 3-part harmony (Middle School), vocal dynamics, expression, and blending are also core components of the learning process. Students perform vocal repertoire throughout the school year at the Winter Concert, Holiday Program, and Celebration of the Arts Spring Concert.

All students PreSchool - 8th Grade  have weekly physical education in the gymnasium or out on the field. Students take part in a variety of activities and units that follow and adhere to The Shape America Physical Education Standards. Some of the units that we teach at TCS are...low ropes course (Signature Program), soccer, golf, floor hockey, lacrosse, and cooperative games.

The Physical Education Department, first and foremost, is responsible for helping our young people acquire the skills and self-confidence they need to participate in a wide variety of physical activities. The curriculum seeks to develop strength, stamina, and coordination. Our hope is that what is gained through our fun and developmentally appropriate activities will go with them well beyond their school days. Students learn the motor skills necessary to participate in a wide variety of physical activities, helping them to understand the link between physical activity and good health.

• Fitness
  • Cardio Fitness Strength and Endurance
  • Activities
    • Jump rope, hula hoops, wands, rhythm sticks, scooters, flags (balance, hand-eye coordination, rhythm, strength, endurance) Walking, Jogging, Running (pacing, gait, cardio fitness level) Fitness circuits/climbing wall( strength agility, balance general coordination) Parachute (locomotor skills rhythm, strength creativity), Aerobic games and tag. (aerobic and non aerobic conditioning, agility, team building)
  • Coordination
    • Rhythm, Balance, 
      • Parachute
      • Dance (creative movement, rhythm, coordination, locomotor skills) 
  • Cooperative games 
    • Outdoor ropes course, indoor climbing wall, build foam block structures
  • Modified sports 
    • Soccer (dribbling, passing, trapping, shooting, foot-eye coordination), Basketball (dribbling passing, catching, pivoting, rebounding, shooting, hand-eye coordination , Ultimate ( throwing, catching, hand-eye coordination), Softball/baseball/wiffle ball/TennyBall (striking, catching, throwing, hand-eye coordination), Track and Field ( running, jumping hurdles, passing baton, general coordination, throwing disc) , Floor hockey( dribbling, passing, shooting, and goaltending skills), Team Handball (striking, serving, agility, hand-eye coordination), Bowling, Tennis ( forehand, backhand, volleying, serving, overheads), Badminton, Pickleball

Reading and writing class in fifth grade will build on the skills and strategies practiced in Fourth Grade. In Fifth Grade, students learn to “dig deeper” as both readers and writers; learning new skills that will allow them to reach new heights. In reading class, there will be guided, shared and whole group instruction; book clubs/literature circles, conferences and discussions, as well as independent time to read and write. During various times of the year, our reading is closely linked to our history studies. We read historical fiction novels set in Egypt, Egyptian and Greek myths, a biography of Howard Carter, informational texts and The Adventures of Ulysses (Odysseus). We will also listen to, read aloud, and analyze a variety of poetry. Finally, students learn how to memorize a poem.

Essential Questions: What strategies do good readers use that they will eventually internalize and use automatically as their reading abilities continue to mature and when reading more complex material? What skills do readers need to learn in order to reach deeper levels of understanding? Some of these skills include the following:

• Analyzing the basic elements and features of fiction and non-fiction
• Knowing your reading focus or purpose
• Knowing the author’s purpose
• Main idea and supporting details, cause/effect, fact/opinion
• Summarizing
• Visualizing
• Inferring using clues throughout the text
• Building stronger background knowledge
• Using inquiry strategies to gain comprehension; self-checking strategies for comprehension
• Returning to text to support ideas (textual evidence)
• Using point of view to interpret literature
• Making personal and contemporary connections to reading
• “Word attack” strategies and vocabulary development through direct word study and use of context clues
• Analyzing various genres such as personal narratives, informational text, historical fiction, myths, poetry, and an epic tale.
• Choosing “Just Right” books
• Developing lifelong readers by giving students time to read independently, to share their reading in a variety of ways and appreciate the author’s craft
• Collaboration and discussion
• Read alouds. We encourage parents to find time to read aloud with their children.

Through hands-on activities, scientific experimentation and field work in the science lab, STEAM spaces and the local environment, Fifth Grade students develop important scientific skills such as making observations, hypothesizing, developing and testing procedures, working with variables, recording and analyzing data, finding evidence, reaching conclusions, sharing their findings through written and oral means, and using tools and applied knowledge to solve real-world problems.

The science curriculum in Fifth Grade is based on the dimensions outlined in the Next Generation Science Standards (Practices, Crosscutting Concepts, and Disciplinary Core Ideas) and covers topics such as water and the environment, simple machines, and renewable energy. Students will be introduced to digital science resources, a science workbook and will keep a lab journal/science notebook. Where possible, there is crossover and collaboration with teachers of other disciplines to integrate science work with other areas of study, providing students opportunities to make important connections and to deepen their learning. Throughout the year, students will participate in integrated STEAM project work and share-outs, which will provide opportunities for both individual and collaborative learning and confidence-building opportunities.

1. As I give the 5th Grade students that auditory input I am constantly asking questions. Their responses help me gauge where they are in their understanding of the story.  
2. Another way to assess my students’ speaking abilities is by having them create their own slide story using the vocabulary from the CI story and having them present to the class. Students get very creative and are able to use language with one another. During my assessment, I’ll be listening for content and grammar use (even if they show grammatical imperfection, are they able to understand each other? Are they able to use their language skills to get their point across? 
3. Summative assessments - weekly worksheets (note taking activities to measure student performance.) 

• Students participating in the Technology program at The Country School will be able to demonstrate the following performance competencies:
• Develop strategies to identify and solve basic problems that occur during everyday classroom
• activities.
• Use specific tools, software, and simulators to support learning and solve problems.
• Apply the productivity/multimedia tools, programs, and peripherals to support personal productivity throughout the educational curriculum.
• Collaborate with others to investigate, develop, and use information for products and presentations both inside and outside the classroom.
• Demonstrate an understanding of the practical applications to learning and problem solving.
• Develop attitudes, knowledge and habits relative to personal and environmental safety.
• Show a knowledge of current changes in technology and the effects those changes have on global societies and cultures.
• Understand the ethical behaviors that should be used when dealing with technology issues.

Our goal in writing is to have students write, write, write with the goal of building writing stamina. Writing workshop is partially based on Lucy Calkins' Units of Study series (The Columbia Reading and Writing Project) as well as Ralph Fletcher’s A Writer’s Notebook lessons. Additionally, The Empowering Writers Program is used in providing direct writing instruction in the classroom. This helps students hone their craft as writers as well as improve their skills as readers.. Writing is generated using a series of steps called the writing process. Students will also use a personal writer’s notebook for collecting “seeds”or ideas that may be expanded upon in class i.e. small moment stories, poems, letters, creative reflections, etc.

This is the foundation of our philosophy here at The Country School, it is grounded in creating global citizens with a commitment to character and leadership development. We nurture every student’s unique role in the community, empowering them to impact the broader world. Graduates of The Country School face the future with confidence and an education that lasts a lifetime. To support that mission, we have chosen to use the following research-based programs: Responsive Classroom, Leadership Pillars or CARES (cooperation, assertion, responsibility, empathy, self-control) Choose Love Movement, Reading Buddies, Campus Care, Team Time, Social Savvy/Etiquette Unit.