- Core Knowledge — Sequenced Curriculum (language and literature, history and geography, visual arts, music and science)
- The RIGGS program — multi-sensory intensive explicit simultaneous phonics
- Mastery in math skills — Saxon and Math-U-See
- Performing Arts/Fine Arts
- World Languages: Spanish or Mandarin Chinese
- Parents are the primary educators of their children resulting in an education based upon a strong partnership with instructors
- Class sizes limited to 26
Many people say that knowledge is changing so fast that what students learn today will soon be outdated. While current events and technology are constantly changing, there is nevertheless a body of lasting knowledge that should form the core of a Preschool-Grade 8 curriculum. Such solid knowledge includes, for example, the basic principles of constitutional government, important events of world history, essential elements of mathematics and of oral and written expression, widely acknowledged masterpieces of art and music, and stories and poems passed down from generation to generation.
Knowledge builds on knowledge. Children learn new knowledge by building on what they already know. Only a school system that clearly defines the knowledge and skills required to participate in each successive grade can be excellent and fair for all students. For this reason, the Core Knowledge Sequence provides a clear outline of content to be learned grade by grade. This sequential building of knowledge not only helps ensure that children enter each new grade ready to learn, but also helps prevent the many repetitions and gaps that characterize much current schooling (repeated units, for example, on pioneer days or the rain forest, but little or no attention to the Bill of Rights, or to adding fractions with unlike denominators).
A typical state or district curriculum says, "Students will demonstrate knowledge of people, events, ideas, and movements that contributed to the development of the United States." But which people and events? What ideas and movements? In contrast, the Core Knowledge Sequence is distinguished by its specificity. By clearly specifying important knowledge in language arts, history and geography, math, science, and the fine arts, the Core Knowledge Sequence presents a practical answer to the question, "What do our children need to know?" and more importantly, "How will we know when they have learned it?"
Literacy depends on shared knowledge. To be literate means, in part, to be familiar with a broad range of knowledge taken for granted by speakers and writers. For example, when sportscasters refer to an upset victory as "David knocking off Goliath," or when reporters refer to a "threatened presidential veto," they are assuming that their audience shares certain knowledge. One goal of the Core Knowledge Foundation is to provide all children, regardless of background, with the shared knowledge they need to be included in our national literate culture.
World Languages: Spanish or Mandarin Chinese — Kindergarten receives introduction to both languages. First graders choose one of these two languages to study through Eighth grade.
Music: K-4th grade receive music instruction in theory, history, composition and appreciation, twice weekly. 5th graders will learn to play the ukulele. 6th-8th graders choose a band instrument.
Art: history, appreciation and application required once a week for all students
Physical Education: Daily PE for Kindergarten through 8th grade required for all students —SPARKS curriculum. Licensed Teacher. PE Video
Field Trips: All students participate in Field Trip Fridays. These days are considered instructional hours as the field trips are tied directly to the unit of study.