Gill St. Bernard’s Lower School

Lower School

Every aspect of our Lower School complements the developmental strengths of young learners, giving form to their innate desire to explore and discover the world around them. Guided by their natural curiosity and sense of wonder, children learn the academic skills and habits to bring their questions to life, establishing the framework for a lifetime of learning and purposeful engagement.

Our Lower School teachers bring a profound respect for children, a deep understanding of child development, and a thorough grounding in best practices to fill each student’s day with rich and rewarding learning experiences. Whether in the classroom, Tinker Space, or outdoors on our beautiful 208-acre campus, learning is joyful, inquiry-driven, frequently collaborative, and always inspiring. Our Lower School students love to come to school each day. Surrounded by a warm and supportive community, they gain the confidence and sense of belonging that are essential preludes to learning and growth.

Because each child’s learning journey is distinct, our curriculum provides students considerable opportunities for personalized learning with teachers, reading specialists, and learning specialists. A combination of individual, small-group, and whole-class instruction allows our faculty to tailor each student’s learning and ensure that students remain engaged and appropriately challenged throughout their Lower School years. Because our faculty collaborate among grade levels and subject areas, students transition smoothly and with confidence from one grade to the next. In addition to working with one another, teachers partner with parents to achieve a fuller understanding and support of each student’s development, learning, and overall well-being.

The Lower School also offers a range of after-school programs, the vast majority of which are led by GSB teachers and staff. Whether rehearsing a musical, learning to cook, building a LEGO robot, or planting in the garden, students have the chance to create, collaborate, move around, and simply have fun while learning something new.

Program Highlights

Singapore Math - Our math curriculum, based on the Singapore Math approach, begins in early childhood, and extends through the second year of Middle School. Students build strong computational skills and an authentic understanding of mathematical concepts. Singapore Math presents concepts in a three-step approach through 1) concrete materials, 2) pictorial models, and 3) numeric and algebraic equations. Because our math curriculum is sequential and focuses on mastery and in-depth understanding at every stage, students are confident in their skills and eager to tackle new and more complex material independently.

Personalized Reading Instruction - Homeroom teachers incorporate a range of instructional techniques for reading, including on-level guided reading and elements of the Orton-Gillingham approach. Reading groups and reading instruction are dynamic, flexible, and fluid to best complement each student’s individual growth. A dedicated full-time reading teacher and a specialist for personalized learning work with students in kindergarten and first grade. A learning specialist is also available to work with students who may benefit from further instruction in reading. Complementing classroom learning with personalized instruction benefits every student—from those just beginning to our most avid readers. Students have room to grow, while still receiving the support they need to continue to develop as readers. Library time and programs, such as Reading Buddies and Book Bags, help instill a culture of reading and a love of literature.

Related Arts - Specialized teachers in art, library, music, science, technology, and Spanish comprise the Related Arts faculty. These teachers collaborate with homeroom teachers and with one another to implement special projects that bring together a range of skills and subjects to reinforce learning across the curriculum. Signature Related Arts projects include an Early Childhood production of The Nutcracker in December, for preschool through kindergarten students, and the creation of a Biome Museum in the spring, which involves every student in the school.

The Nutcracker - All Early Childhood students appear in The Nutcracker during the holiday concert performance. Kindergarten students lead the project, writing and illustrating the story that will unfold on the stage, and narrating the actual production. As part of their preparation, the students read and hear different versions of The Nutcracker in class, learn the music, and travel to see the ballet. After examining different interpretations of the tale, students create a book of their own, which stands nearly two feet high and is used during the performance. A rite of passage for our kindergarten students, each year’s class brings its unique personality and flair to the time-honored tradition.

Biome Museum - This marks the culmination of weeks of cross-curricular research, place-based learning, and exploration focused on a specific campus ecological system, such as pond, stream, wetland, forest, or farm. By bringing together technology, library and research, music, science, and world language, students are challenged to think creatively to present information through displays, drawings, maps, writing, voice, and video. In addition, students learn to link and cross-reference information through their research in the library, science lab, and on our campus.

Students create a variety of projects to represent what they learned during their studies on campus. Artistic representations of plants and animals are one of the highlights of the decorated hallways. Some grades create digital projects that integrate images, video, and voice, and these are shared in our museum with QR codes linking to the projects online. Every Lower School student contributes to the museum displays in an age-appropriate manner. When parents and friends tour the museum, students serve as docents, explaining the wealth of information included in the eye-catching displays.

Tinker Space - Tinkering and design-thinking are vehicles for innovations and invention. Our Tinker Space gives students a place to explore, create, and problem solve. By using a variety of materials, tools, and technology, students gain a deeper understanding of the world around them. They learn how to think creatively, approach problems in a variety of ways, and persevere through trial and error. Furthermore, through collaboration, students learn from each other while working together to be critical thinkers. The Tinker Space allows students to build and explore while fostering curiosity, creativity, confidence, resilience, and innovation.

Importance of Movement and Exploration - Research shows that for children to function at their best, they need to move and be in physical contact with their surroundings. During their Lower School years, our students’ academic, physical, and social development are greatly enhanced through movement and exploration, both creative and structured. Teachers routinely incorporate active and engaging indoor and outdoor lessons into their coursework, giving young learners opportunities for hands-on, experiential learning and the chance to move around and to interact with their environment.

Outdoor Play, Recess, and Physical Education - Our teachers understand the vital importance of play for young learners. Recess and physical education comprise an integral part of the day. Students are outside—on the playgrounds, fields, and sports courts—engaging in creative play. Recess also provides abundant opportunities for collaboration, problem-solving, and social and emotional learning. Our goal is to hold recess outdoors whenever possible; boots, coats, hats, and mittens are kept at school for moderately cold, snowy, and wet days. Physical education classes are held daily for students. Through structured activities and games, children develop fine and gross-motor skills, as well as balance and a sense of spatial relationships. Teachers incorporate academic concepts like shapes, numbers, and letters, as well as health and wellness concepts, into daily physical education games. In addition, group activities offer valuable lessons in collaboration and teamwork.

Health and Wellness - As part of physical education, students in grades three and four have health and wellness instruction on a variety of topics, including healthy eating, the importance of physical fitness, healthy strategies for working through differences with friends, hygiene, and other developmentally appropriate topics.

Social and Emotional Learning/Character Education - Research indicates that guided social and emotional learning helps students thrive in school and throughout their lives. An essential piece of our curriculum, social and emotional learning allows students to recognize how they can be good citizens, collaborators, and contributors while reinforcing values of acceptance, compassion, and kindness.

Homework - Homework provides essential daily practice and review for reading, writing, and math, while also extending classroom learning in other subjects. Homework also serves to foster an important connection between school and home, encouraging students to build a routine and to take responsibility for their learning. Students are assigned work several nights each week, with occasional long-term assignments that should be completed with adult assistance. Third- and fourth-grade students have a greater number of long-term assignments, with the expectation that they will complete these more independently as they prepare for Middle School.

Standardized Testing - Students in fourth grade take the Educational Records Bureau (ERB) CTP5 standardized test in the spring. Students in third grade are administered practice tests. The test serves as an additional resource for teachers and parents to assess a student’s learning and progress. The testing data also help determine whether the student could benefit from further evaluation or support in a given area. The Lower & Middle School director of learning support reviews each student’s results and shares these with parents, along with any observations and recommendations.

Academic Support Services

Personalized Support Services - In keeping with our school’s mission, “To provide a balanced curriculum that prepares students academically, socially, and ethically for college, and a meaningful life,” access to personalized support services is an integral part of every student’s experience. GSB’s faculty and staff are highly qualified in their fields of expertise; they work with students to demonstrate understanding and an advanced level of mastery in each discipline. In tandem with our dedicated faculty, students and families can also access specialists in learning resources, mental health, and health services. The director of learning support, school counselor, nurse, reading specialist, and health and wellness teacher, together with the division director, deans, and faculty, comprise an expert support team for students in meeting the high expectations of our program.

Beginning in Early Childhood, and carrying through fourth grade, the Lower School program supports the development of a strong academic foundation for all students. In each classroom, grade-level experts provide targeted and personalized instruction in all disciplines. When classroom teachers recognize that students need additional support, they utilize the expertise of our student support team. The team, which includes the director of learning support, reading specialist, learning support teacher, classroom teachers, school counselor and dean of students, meet to discuss students’ academic, social, emotional, and physical progress. Then they design and implement the personalized support plan.

School Counselor - Our Lower & Middle School counselor works with the faculty, director, and Lower School deans, to support students within the school setting. The school counselor provides mental health education, individual and small group counseling, and guidance and referrals for outside counseling. The school counselor is a resource for students, parents, faculty, and the GSB community, and may present information on a range of mental health and wellness topics.

Parent Communications, Conferences, and Progress Reports

Parent-Teacher Conferences - Parent-teacher communication is particularly vital during a student’s Lower School years. In addition to meeting with parents during scheduled conferences, our teachers connect with parents regularly, letting them know about the work the class is undertaking and, of course, sharing any specific concerns or observations about the student.

At the beginning of each school year, teachers set up individual conferences for the parents of new students and parents of Early Childhood students. For returning students in first through fourth grade, teachers will reach out by phone or meet with parents in person. These initial conversations allow parents and teachers to share information, insights, and news about each child. In addition, parents and teachers can discuss a student’s adjustment to the school or grade and mutually set goals for the year.

Parent-teacher conferences are held in November and February for all Lower School students. School is closed on conference days; however, childcare is offered in Evans Hall for a modest fee during conferences.

Progress Reports - In addition to conferences, students receive progress reports and report cards throughout the year.

Prizes and Awards - Presented annually to a fourth-grade student, the Amol Anjinkya Citizenship Award recognizes the importance of citizenship in our school community. It is the only formal award in the Lower School.