The school’s curriculum is detailed, carefully sequenced and centrally organized for two main reasons—to support excellent teaching, and to promote continuity in learning over a child’s seven-year journey. Each year new knowledge and new skills are layered on top of prior knowledge and skills; what is taught in mathematics or history or in expository writing one year is the foundation for what is taught the next.

The school/s curriculum is also carefully scheduled over the course of the year, and the allotments of time provided to each area are pre-determined. Curriculum grids in each major subject area map over the entire year where each class aims to be on a daily basis. These grids are not intended to be inflexible, but rather to serve as a planning tool enabling us to arrive in June at the curricular destination we intended to achieve in September.

For the most part the curriculum is set, but not immutably so. It is well established, thoroughly documented, enriched by years of implementation, and well supported by materials and activities. Since teachers do not need to spend time on creating content, they have planning time to think about implementation and teaching—about how to deliver the curriculum so as to engage every child in the room and to take the class to the next level of knowledge and thinking.

The school believes that both curriculum and teaching should be developmentally appropriate as well as interesting and challenging to different kinds of learners. Our curricular work with children should build confidence, discipline and independence and advance each child’s ability to think at increasingly higher levels of abstraction. We also work to nurture each child’s curiosity and passion for learning, knowing that these are the great motivators for success in school and for a lifetime of learning and intellectual growth.