New Canaan Country School Curriculum Guide 2016-2017 by New Canaan Country School

CURRICULUM G U IDE 2016 â&#x20AC;&#x201C;2017 The mission of New Canaan Country School is to guide students to reach their intellectual, creative, moral and physical potential. We value the imagination and curiosity of children, and respect childhood as an integral part of life. Our teachers set high academic standards and challenge students to question, to think, to collaborate and to act with integrity. The school works in partnership with families to teach personal, social and environmental responsibility and to create a community that honors diversity and our common humanity New Canaan Country School inspires students to be lifelong learners with the courage and confidence to make a positive contribution to the world.

TABLE OF CONTENTS EARLY CHILDHOOD Beginners Kindergarten Co-Curricular

LOWER SCHOOL Grade 1 Grade 2 Grade 3 Grade 4 Co-Curricular

MIDDLE SCHOOL Grade 5 Grade 6 Co-Curricular

UPPER SCHOOL Grade 7 Grade 8 Grade 9 Co-Curricular

EARLY CHILDHOOD – Beginners & Kindergarten Introduction Learning begins in moments of connection, whether connecting with a friend, a material, an idea or a subject. At Country School, we value time spent on ensuring children feel connected. We take time to get to know each other and to establish routines and rhythms. Every child is known, seen, heard and valued. When children feel that connection, they feel safe to take risks and navigate into spaces in which they feel less certain. Children in the Early Childhood Program are viewed as competent, capable and creative contributors and seen as active participants in the learning process. Our curriculum is deliberately designed to stretch each student and offer children opportunities to innovate, create and play together within a community of learners. When children are encouraged to explore possibilities in one discipline, such a mindset finds its way into other moments — in language arts, math, science and music. Connecting ideas, possibilities, thoughts and understanding; connecting people, experiences, hopes and dreams — that is what we do in the Early Childhood Program each and every day. This intentional foundation cultivates the dispositions of a future Country School graduate — a creative, curious, resilient risk-taker who is ready to embrace the engaging and challenging curriculum ahead.

BEGINNERS Language Arts The Beginners’ Language Arts curriculum supports the development of emerging literacy skills, particularly oral language. Literacy develops in young children when they have opportunities to communicate and become engaged members of a classroom. Beginners experience language through authentic and meaningful interactions that are intentionally designed to accommodate the varying developmental levels. In Beginners, students experience a print-rich environment that cultivates interest in language and words. With teacher modeling, through charts, stories, songs, poetry and messages, students are supported and encouraged to dictate stories as well as to form, draw, copy and trace letters of the alphabet. They learn to be part of a respectful audience by listening to their peers share personal items, anecdotes and stories. Oral language is developed further by the students generating thoughtful questions and answers related to literature and suggested topics. To build the underpinnings of beginning reading skills, 2

children develop an ear for discriminating sounds through rhyme and alliteration as well as by exploring letter sounds and symbols through games and direct instruction. Children also listen to a daily interactive read-aloud, which supports vocabulary development and comprehension skills.

Social Studies Social studies in the Beginnersâ&#x20AC;&#x2122; classroom is designed to foster an inclusive learning community where children develop a sense of self and an awareness of others. Teachers facilitate this growth through read-aloud, discussions and collaborative projects. The children explore the workings of their school environment to gain an understanding of their place in the broader campus community.

Mathematics The Beginners mathematics curriculum draws upon the childâ&#x20AC;&#x2122;s natural curiosity about the world around them. Teachers design lessons for children to explore mathematical concepts and skills through relevant and meaningful activities. Using hands-on manipulatives, games and real life experiences, children are introduced to and explore the concepts of numeracy, geometry, measurement and algebraic thinking. Problemsolving and reasoning skills are developed by teacher posed questions, which spark conversation and strategy sharing among the children.

Science Children are born scientists, driven by their curiosity to explore and discover. They learn through direct experiences in which they can form ideas, test them, see the results, revise their ideas and try again. In the Exploratory Lab, children interact with blocks, ramps, sand, water and wind. They are encouraged to experiment, notice cause and effect, and problem solve. In this way, a foundational understanding of the concepts of force, motion and gravity evolves. Children are introduced to various substances. They observe, question, hypothesize and learn to classify materials by state of matter: solid, liquid or gas. An understanding of the natural world is formed with direct observation and hands-on experiences. Children observing mealworms and caterpillars over time are introduced to the concept of metamorphosis. By interacting and caring for the variety of animals and plants in our building, children begin to understand the needs of living things.

World Languages Beginners are introduced to and exposed to Spanish words and phrases in meaningful and contextual ways through interactive and joyful lessons that include songs, books, games, role play and conversation.

KINDERGARTEN Language Arts Kindergarten Language Arts fosters a love of literature and supports children as they grow more confident as readers, writers, speakers and listeners. Our curriculum is designed in a systematic and sequential way to develop the foundational skills essential for the child to become an independent reader. Starting in Kindergarten, we use a Balanced Reading Approach focusing on read-aloud, shared reading, word work, guided reading, shared writing, and writing workshop. The interactive read-aloud by the teacher exposes children to rich vocabulary, sophisticated sentence structure and an appreciation for engaging literature. During this time, Kindergarteners hear how a fluent and expressive reader sounds, and develop their phonological awareness skills by listening to books and poems read with rhymes and predictable patterns. Additionally, they develop listening and comprehension skills by listening to the teacher think out loud and connect to previous knowledge while reading aloud to the class. The read-aloud also provides opportunities for the students to continue to enhance their oral language skills as they share their own thoughts, predictions and make connections to the books. Shared reading provides the teacher and students the opportunity to read together chorally. In Kindergarten, the teacher first reads the text aloud to model pacing, fluency and inflection. On the second reading, the students add their voices. Examples of shared reading in Kindergarten occur daily through the collective reading of the morning meeting message and working poems. The teacher uses a pointer to model voice print match. Over the course of the year, the teacher hands the pointer over to a child during the second reading. Additionally these mini lessons offer the teacher time to focus on the repetition and reinforcement of phonics rules, point out high-frequency sight words, and model reading for meaning and information. During our small skills-based groups, Kindergarteners engage in word work and guided reading. Word work lessons focus on developing phonemic awareness skills specifically, identifying rhymes, syllables, and blending and segmenting sounds in words. Additionally, children are explicitly taught the relationship between sounds and letters, and are introduced to high-frequency words through interactive games. Guided reading helps Kindergarteners develop their phonics skills by providing instruction and repeated practice in reading books at their independent level. Children also increase their reading accuracy and fluency, and develop their reading comprehension strategies by focusing on beginning story elements during their guided reading groups. Each childâ&#x20AC;&#x2122;s reading progress is carefully monitored both informally and formally

through benchmark assessments throughout the year. In the print-rich environment of our classrooms, opportunities for writing abound. Self- expression through writing is nurtured and encouraged as all students learn to use writing as an effective and creative form of communication. Teachers use shared writing to model an experienced writer’s thought process. During writing workshop, teachers focus on developing skills such as left to right orientation, capital and lowercase letters, spacing between words, and ending punctuation. Children use their developing phonics skills to identify beginning and ending sounds in words and represent those sounds in their independent writing. Mini lessons also focus on the concepts of a story’s beginning, middle and end, adding details and using sentence starters to “hook” their readers.

Social Studies The social studies curriculum focuses on developing a sense of community and an appreciation of the natural world. Children take advantage of the school’s surrounding fields, woods and streams to develop the concept of stewardship. The curriculum is designed to create a community where kindness, respect and empathy are fostered. Children begin to develop a deeper understanding of self. Each child is a valued and contributing member of a group learning to solve problems, collaborate, cooperate and take responsibility.

Mathematics The Bridges in Mathematics program begins in Kindergarten. The curriculum builds a strong mathematical foundation while instilling an attitude that math is exciting, relevant, challenging and accessible. Through direct lessons and open-ended exploration, students spend time representing and comparing whole numbers, describing shapes and space, joining and separating objects as a way to understand addition and subtraction, and describing and analyzing attributes of the shapes they see in their daily lives. With the use of manipulatives and games, children are invested and develop a positive, confident attitude toward learning mathematical concepts. The Lower School continues to use the Bridges in Mathematics curriculum. This program emphasizes deliberate introduction of new content through direct instruction, systematic investigation and open exploration. Our goal is for students to develop a deep understanding of mathematical concepts, proficiency with essential skills, and the ability to solve complex and novel problems. Students are encouraged to make observations, find patterns and form generalizations about their observations. In each grade, emphasis is placed on building efficient, flexible and accurate strategies for solving these problems. The emphasis on mathematically powerful language and visual models allow all students to become mathematically literate and engage in higher-level problem solving.

Science The Kindergarten curriculum approaches science through direct experiences in which they form ideas, test them, see the results, revise their ideas and try again. In the Exploratory Lab, children continue to work with blocks, ramps, sand, water and wind to deepen their understanding of force, motion, speed, momentum and gravity. They are encouraged to design their own experiments, hypothesize, problem solve and analyze their results. With a variety of animals in our building and our 75-acre campus to explore with woods and a vernal pond, opportunities to interact with nature abound. Children learn about protecting habitat, and respect for our environment. In Kindergarten, the children learn about classification through interaction with vertebrates such as mammals, birds, reptiles and amphibians and with invertebrates â&#x20AC;&#x201D; specifically insects and crabs. An understanding and appreciation for the natural world is formed through meaningful and relevant hands-on experiences.

World Languages Kindergarten Spanish classes are designed to engage the childâ&#x20AC;&#x2122;s multiple intelligences â&#x20AC;&#x201D; visual, musical, spatial, kinesthetic and interpersonal. Through songs, books, poems, puzzles, dance, games and artistic media, students learn to structure and communicate words and phrases in Spanish. The following topics are introduced: everyday greetings, colors, numbers, body parts, animals and clothing.

EARLY CHILDHOOD CO - CURRICULAR CREATIVE ARTS Overview The creative arts program at Country School supports children’s inherent curiosity and need to express themselves and their imaginations. Supporting the school’s mission to educate the whole child, the arts integrate naturally with the classroom experience. The program is infused with opportunities for students to engage in the arts within a context that promotes multiculturalism and a strong connection to the natural world. Beginning in our earliest grades, the creative arts curriculum offers diverse programming that encourages self-discovery and appeals to a wide range of learning styles. Throughout the creative arts program at Country School, students actively participate in a rich and varied curriculum that is not only developmentally appropriate in design but also deeply engaging and inspiring.

BEGINNERS Visual Art The Beginners art program promotes exploration and discovery through the use of various media such as clay, wire, string and paint as well as natural objects and recycled materials. Art is integrated into all curricular areas and value is placed on the process of the child’s experience. Both in the classroom as well as in the Exploratory Lab, children have opportunities to rediscover familiar materials as they encounter them in new contexts and in concert with their peers. The voice of the child, their questions, collaborations and ideas lead these material explorations.

Music and Movement Early Childhood music and movement builds upon each child’s natural music ability. Beginners play with words, sounds and different ways to move. Song games with a part for each child give the students practice in basic rhythm skills and ear training. Children sing, chant, play games, dance, and move to classical and folk music.

Dramatics Dramatics begins in the Early Childhood Program with a variety of activities that encourage self-expression, character observation and improvisation. Puppet shows, theatrical adaptations of favorite stories, and other age-appropriate, group-based activities that respond to the classroom moment help students to make deep connections to curriculum and to their personal learning.

Physical Education In a nurturing, positive environment, Beginners receive guidance in developing a basic understanding of gross movement concepts and manipulative skills. The program emphasizes the acquisition of gross-motor skills and basic body management skills. Strength building, balance, coordination, teamwork, jumping, hopping and skipping are emphasized throughout the year.

KINDERGARTEN Visual Art In Kindergarten art, children experience the creative process through the use of recycled and found materials with an emphasis on problem solving, resourcefulness and sustainability. Concepts of color, space, line, texture and design are taught in a manner that encourages individual thinking and freedom of expression. Children work on their own and in small groups, and the artistic experience takes advantage of the wide array of unique workspace environments and opportunities available on the campus.

Music and Movement Kindergarteners bring their creative, playful spirits to the music curriculum, and are ready for more sophisticated song games. Their creative ideas come to play in reenacting a piece of literature or in different ways to move to a piece of music. By the end of the Kindergarten year, students can identify the eighth, quarter and half notes as they match their step to the drum.

PHYSICAL EDUCATION In Kindergarten, children continue to develop their gross- and fine-motor skills for physical activity such as catching and throwing a ball, jumping rope, and climbing play structures, while building upper body strength. Group games are introduced as children participate in running games while learning to change directions, share equipment, take turns and demonstrate good sportsmanship.

LOWER SCHOOL – GRADES 1-4 Introduction Lower School students arrive full of joy and questions about their world; they are confident in their ability to find answers. This curiosity leads them to seek new challenges, develop independent work habits and establish new relationships. They are prepared for the next step of their journey. Lower School provides an engaging and thoughtfully designed environment for children to build academic and social competence. Here, children feel secure enough to challenge themselves, ask questions, take risks and explore new ideas. Caring, dedicated teachers guide students to learn to collaborate, think critically and create as they study reading, writing, math, science, Spanish and the arts. In addition to direct instruction, repetition and review, students engage in hands-on and project-based activities. These activities, in addition to being fun, inspire students to have a deeper understanding of what they are studying. Children write and perform plays based on social studies; they explore and analyze mathematical and scientific concepts as they design and build bridges, and they have many opportunities to take trips and make real-life connections with what they study. At weekly assemblies, we gather as a community to share what’s been learned, share insights about character skills or join together in song.

GRADE 1 Language Arts The goal of the first grade literacy program is for children to view themselves as growing, competent and joyful readers. All of the elements of the Balanced Reading Approach continue as students participate in small skills-based reading groups where they deepen comprehension skills while celebrating their increasing proficiency. As decoding skills grow, and sight vocabulary increases, emphasis is on discussing and responding to literature. Students learn to choose “just right” books at their independent reading level whether it be chapter book or beginning phonics storybook. Genres of realistic fiction, fantasy, nonfiction and biography are incorporated into the small reading groups. Teacher read-aloud continues to be an integral part of first grade literacy as rich vocabulary, story elements and character motives are analyzed and discussed to teach comprehension skills. Daily word work strengthens students’ decoding and spelling skills through activities using blends, digraphs and vowel patterns. Ongoing grade-wide 10

reading assessments in decoding, fluency and comprehension occur three times a year. First graders are naturally eager to share their ideas in writing. Through a workshop model, students learn to collect ideas and then craft their own personal narrative to share with their classmates. Mentor authors such as Ezra Jack Keats and Jan Brett are used as models to inspire the first graders to use similar writing techniques. Other units of study include small moments, memoir, poetry and nonfiction. Students publish several works of writing throughout the year.

Social Studies In first grade, the major theme is â&#x20AC;&#x153;Self and Others.â&#x20AC;? This year-long study enables students to better understand themselves and their relationships with family, friends, members of our school and the local community. This study broadens as they learn about another culture. They compare and contrast how their lives relate to those of children from another country. Students use technology, experience special events and go on field trips to enrich their learning.

Mathematics Students learn to develop strategies for understanding the principles of addition and subtraction. Students also learn to recognize place value and the importance of digit placement within a number. They practice and apply these strategies and skills using various models, games, and paper and pencil practice. In addition to their work on addition, subtraction and place value, the students study measurement, time and geometry, and are introduced to fractions. The year culminates in a unit that integrates science and math as the children collect and analyze data from the flight distances of paper gliders.

Science The year unfolds with a study of the senses and their importance in scientific observation as part of the scientific method. Students learn through hands-on explorations utilizing their senses to discover the science concepts of structure and function, cause and effect, and energy and matter. They build models and take things apart, observe nature, and care for animals in the classroom.

World Languages First graders build upon the skills, the classroom phrases and thematic vocabulary from Kindergarten. Thematic, content-based units are designed to connect to the interests and experiences of the students while providing them with the foundation to begin a lifelong process of language learning. For example, students learn how to describe their families and their pets while they simultaneously experience an in-depth study of family structures in social studies class. Another unit introduces them to new food-related vocabulary through the lens of food and items in the cafeteria, as students are 11

encouraged to communicate with each other about their likes and dislikes.

GRADE 2 Language Arts Second graders continue to hone the many facets of reading including fluency, decoding, comprehension and vocabulary development. Students are encouraged to choose an appropriately leveled independent reading book from the classroom and library collection as they build stamina for sustained reading. Guided reading groups delve into nonfiction and fiction with a new emphasis on responding in writing to the text. Word work includes direct instruction in the syllable types, word sorts and regular dictation. Comprehension and critical thinking skills are taught through discussion, written activities, illustrations and dramatization. One highlight of the year is the spring production of a play written by the students; it also incorporates music, art, costume design and dramatics. Grade-wide assessments, including standardized reading tests, occur twice a year. Second grade writers gain a deeper appreciation for the writing process as they expand their repertoire of writing genres, including narrative, poetry, realistic fiction and expository. In the fall trimester, the personal narrative is introduced as students learn to incorporate dialogue, strong leads and descriptive language into a published piece to share with their classmates. Creative writing, using the Story Grammar Marker graphic organizer, is the winter unit. Through an animal research unit in the spring, students learn how to write a paragraph with a main idea and supporting details and how to synthesize information through explicit teaching of note-taking. Each writing unit allows for student â&#x20AC;&#x153;voiceâ&#x20AC;? and choice, so engagement and investment are high.

Social Studies In second grade, the focus continues on the community by comparing and contrasting rural, urban, suburban and global communities. The students begin the year examining the differences and similarities between their own community and those in other countries, which can vary year to year. This includes building an understanding of other cultures, environment and traditions. By mid-year, the emphasis is on the study of the United States, beginning with a detailed analysis of Connecticut. At this point, the students are formally introduced to basic mapping skills. They also learn about the five regions of the United States, including land and water forms. Using an interdisciplinary approach, each student will explore one state in depth. The United States study culminates in an end-of-year States Exposition where each student presents his or her research to the school community.

Mathematics Students focus intensively on base 10 notation, addition and subtraction fluency, measurement and geometry, based on observation and analysis. Students deepen their understanding of place value, which includes more explicit instruction of adding and subtracting multi-digit numbers. The year concludes with a unit that combines data collection and measurement in which the students build ramps and test marble runs as they explore the properties of physical science.

Science The focus of second grade is life science. The study of plants includes structure and function, life cycle, and tree classification. Students grow their own plants from seeds and learn about the variety of plants on campus through walks to the outdoor classroom. Animals are studied next through classification and comparison of vertebrates and invertebrates.

World Languages Second graders begin to gain awareness of the relationship between aural/oral and reading/writing skills this year as assignments and projects often include simple and sometimes optional written components. Interdisciplinary units continue to enhance instruction. For example, in conjunction with a social studies unit on communities, the students learn the names for Spanish food items in the international aisle in the supermarket. Similarly, through a human body unit, students learn much more pertinent vocabulary and practice expressing discomfort, pain and sympathy toward others in the target language. Additionally, students with more experience speaking the language at home are given the opportunity to extend their learning through stories and are encouraged to share their work as well as their familiesâ&#x20AC;&#x2122; cultures with their classmates.

GRADE 3 Language Arts By the beginning of third grade, Country School students are ready for the developmental shift from “learning to read” to “reading to learn.” Third graders have mastered the literal comprehension of reading, so they can now focus on the inferential aspects including drawing conclusions and identifying the author’s point of view. Through exposure to a broad selection of material, including informational texts, biographies, mysteries, and realistic fiction, they begin to read beyond the surface level. Teacher-led mini lessons continue to introduce various comprehension strategies through the interactive read-aloud at the beginning of each session. Children read in partnerships, in guided groups and on their own as they independently apply reading strategies learned in earlier grades. Thinking critically is introduced across genres. Formal reading assessment of fluency, decoding and comprehension occurs twice a year in addition to ongoing progress monitoring in the classroom. As writers, third graders are ready to engage in more sophisticated studies of authors, genres and craft techniques. Mini lessons are planned in response to trends we see in our students’ writing. Writing is also inspired by mentor texts and authors. In addition, strategy lessons are taught to smaller groups and regular conferences are held with individual students. Skills include basic grammar conventions, conventional spelling of high-frequency words and proper punctuation and capitalization. Formal expository writing techniques are introduced through the Basic Writing Skills, a systematic evidence-based approach that adds structure, coherence and clarity to students’ writing. Through graphic organizers and teacher-modeling, the students learn to develop a basic outline for a single paragraph including a topic sentence and supporting details. A writing highlight from the third grade year is a biography unit, which culminates in a Wax Museum presentation for the school community.

Social Studies In the third grade, the curriculum “Peopling of America” enables students to learn about cultural identity. Students study how different groups came to America and contributed to the fabric of our nation. This allows students to celebrate cultural differences and understand how our unique backgrounds and experiences contribute to our identity as Americans. Students explore these concepts through storytelling, poetry, interviews, artifact analysis, field trips and the reading of rich literature. This study is taught through the themes of resilience, courage, respect and empathy. Research of one’s own cultural identity and ancestry provides a context for this year-long inquiry.

Mathematics Third grade students develop fluency and proficiency with multi-digit addition and 14

subtraction and extend their understanding of the place-value system. The year focuses on formal work on multiplication, division and fractions, and there are in-depth units on geometry and data collection. In each unit, students are regularly encouraged to find flexible and efficient ways to solve increasingly complex problems. The final unit combines elements of math, engineering and science as the students design and build bridges, and test them for strength and load limits.

Science In third grade, students study the physical and chemical changes of matter by conducting experiments to see how matter behaves under various conditions. In the winter, they move from an atomic scale to the immensity of space to learn about the universe and our solar system. Lessons about the Earth and the Moon, tides and seasons, night and day, and the lunar cycle finish out the year.

World Languages Third graders continue to focus on developing fluency in Spanish through pronunciation skills and listening comprehension. As in previous years, thematic content-based units help the students to learn new concepts, sentence structures and vocabulary as well as revisit previously learned material through a fresh lens. For example, in an interdisciplinary solar system unit, they learn ordinals, create comparison sentences, describe relative size and use their knowledge of weather vocabulary. From a nutrition perspective, third graders learn pertinent vocabulary, examine nutritional graphics from different Spanish-speaking countries and create their own food chart. Additionally, more Web-based games and applications are incorporated in the curriculum to engage the proficient student.

GRADE 4 Language Arts Books, and the conversations and questions they inspire, make up the core of the fourth grade literacy program. Students are eager and ready to think more critically, go beyond the text and respond thoughtfully in both oral and written form. Discussions may focus on character motives, setting, plot, authorâ&#x20AC;&#x2122;s purpose or themes, while always modeling deep thinking across texts. Instructional groups are fluid and flexible, and may take place in partnerships, small groups, or 1:1 conferring between student and teacher. Written response skills built upon in earlier grades are now as important as comprehension skills, as fourth graders independently apply what they have learned in writing. Grade-wide reading assessments in comprehension and vocabulary occur twice a year in addition to informal screenings as necessary.

Writing with proficiency across the five main types of writing — expository, descriptive, narrative, persuasive and creative — is introduced in fourth grade. The overarching goal is for children to develop a clear and strong writer’s voice, and to learn to structure their thoughts in an organized manner on paper. Students develop the process of writing, which includes drafting, conferring with peers or teachers, and making improvements through revising and editing. Continuing with the systematic expository writing instruction, students learn to think analytically as they use graphic organizers to support and elaborate their ideas. By the end of fourth grade, most students can write a wellstructured paragraph independently.

Social Studies Fourth grade social studies emphasizes critical reading and writing skills through the study of Connecticut history and ancient Greece. Centered on the theme “Justice for All,” students learn to respond to text, take notes, develop a point of view, write thesis statements and back up their thinking with evidence from the text. Critical thinking is emphasized throughout. The fall study of Connecticut examines the early history of the colony and explores the relationship of the Europeans with the indigenous peoples. The students also visit the State Capitol to see first-hand the symbols of the state, particularly the statues of Nathan Hale and Prudence Crandall. Country School fourth graders successfully helped the legislators designate Prudence Crandall as the official state heroine in 1995 through letter writing and student presentations at the Capitol. The study of ancient Greece incorporates “Justice for All” through the study of early democracy, incorporating Greek myths and “The Odyssey.” The unit culminates in a student-written stage production of Homer’s classic poem.

Mathematics Fourth graders continue to build upon their knowledge of multiplication, division and fractions. They multiply two- and three-digit numbers, and develop division strategies. They learn to compare, combine and find equivalent fractions, and learn more efficient models for adding and subtracting them. Students continue to develop efficient and varied problem-solving strategies. The geometry units focus on measuring angles, classifying polygons and learning increasingly complex vocabulary. The final unit uses the concepts studied to design and build a scale model of an ideal playground while students investigate simple machines, analyze data and calculate costs.

Science Fourth graders explore geological time, the rock cycle and plate tectonics in their study of the structure of the Earth. This foundation leads to a closer look at the ecology of our natural world through games, experiments and activities focusing on our planet’s biomes. Ecosystem structure is taught through projects including a biome research 16

paper and construction of a diorama.

World Languages Spanish students, using a spiraling model, explore many of the same topics learned in the previous years, but with different challenges to expand and deepen their knowledge. The relationship between aural/oral and writing skills takes on new weight in fourth grade Spanish, as students begin to take notes, have written homework regularly and write creatively. They use the Learning Spanish with Lingo Arcade app on their iPads for reading practice. This app allows for differentiated instruction among varied learning styles.

LOWER SCHOOL CO-CURRICULAR CREATIVE ARTS Overview The creative arts program at Country School supports childrenâ&#x20AC;&#x2122;s inherent curiosity and need to express themselves and their imaginations. Supporting the schoolâ&#x20AC;&#x2122;s mission to educate the whole child, the arts integrate naturally with the classroom experience. The program is infused with opportunities for students to engage in the arts within a context that promotes multiculturalism and a strong connection to the natural world. Beginning in our earliest grades, the creative arts curriculum offers diverse programming that encourages self-discovery and appeals to a wide range of learning styles. As students develop a strong foundation of basic skills, they are given more choices in their projects and coursework. By the time they reach the upper grades, students choose from an expansive selection of creative arts courses, deliberately designed for specialization and mastery. In state-of-the-art studios, students work independently and collaboratively on group projects. Talented faculty, many of whom are practicing artists, challenge students daily to discover their creative potential. Throughout the creative arts program at Country School, students actively participate in a rich and varied curriculum that is not only developmentally appropriate in design but also deeply engaging and inspiring.

Visual Art Children are introduced to many fine arts and a wide variety of media. Lessons emphasize basic design elements and are planned so that all children experience success with materials, concepts and creative problem solving. Cultural traditions and works by major artists are presented; many interdisciplinary projects are implemented. Children develop the skills and techniques to communicate their own ideas visually. The emphasis is on concepts and process.

Woodshop In the woodshop program, which begins in third grade, students are introduced to woodworking tools and concepts. They learn to solve problems as they build threedimensional objects such a weathervane, duck decoy and sundial. Creativity and productivity are both emphasized.

Music First and second graders build on their Early Childhood experiences with movement, song and instrument play, and begin to lay the groundwork for music literacy and aural skills. Grades 3–4 receive more specialized instruction in vocal and instrumental music. Both grades play recorders and Orff instruments, and sing weekly in a grade-wide school chorus. Traditional band instruments are introduced in the fourth grade. Performance opportunities for all grades range from informal assemblies to seasonal concerts and productions.

Rhythms and Creative Dramatics The Lower School program is a blend of activities aimed at both verbal and non-verbal expressive skills called Rhythms and Creative Dramatics. The Rhythms program, which has been a hallmark of the Country School curriculum for more than half a century, is a unique course in nonverbal expression that emphasizes body movement and offers varied avenues for the exercise of each child’s imagination. Elements of structured folk and contemporary dance are also introduced. In Creative Dramatics activities, students perform in scripted plays that are connected with their social studies curriculum, and address a variety of related skills, from public speaking to collaboration.

PHYSICAL EDUCATION New Canaan Country School has long believed that athletics are an integral part of the educational experience of our students. The lifelong enjoyment of physical activity and a healthy attitude toward athletic competition are the primary goals of our physical education and sports program. This is achieved through an age-appropriate, creative and challenging curriculum from Kindergarten through ninth grade. Our students move on to their high school program feeling well prepared and appreciating the athletic foundation they gained at Country School. Our extensive indoor and outdoor facilities, including two full gymnasiums, an expansive gross-motor room, a cardiovascular fitness room, outdoor hockey rink, outdoor swimming pool, wooded trails and ropes course, and plentiful fields suit our program well. We also have a full-time school nurse and an athletic trainer on campus to tend to our athletes in event of injury. Lower School students participate in a carefully sequenced curriculum, with emphasis on fitness, participation, sportsmanship and general athletic skills. More specifically, the program develops gross- and fine-motor skills, collaborative skills, coordination, visual and spatial awareness, cardiovascular fitness, self-confidence, and “knowing your 19

body.â&#x20AC;? First and second grade students participate by homeroom. Students in Grades 3â&#x20AC;&#x201C;4 move to a gender-based program, where we introduce sports such as soccer, basketball and lacrosse that our students will be exposed to in the Middle and Upper Schools.

MIDDLE SCHOOL â&#x20AC;&#x201C; GRADES 5 & 6 Introduction In fifth and sixth grade, children become more autonomous. The Middle School fosters this newfound independence and guides students to become self-directed learners. Our teachers understand that their role as educators is to be successful guides of young people who are in transition â&#x20AC;&#x201D; who are at the edge of childhood and everything that comes after. They know this period of change for young people, and work closely with students to strengthen their academic abilities and push their creative thinking; faculty deliberately design curriculum and spaces in ways that support and inspire curiosity, foster teamwork, and instill resilience in our students. We emphasize the process of learning while ensuring the development of essential skills. Fifth and sixth graders have many opportunities to build relationships and create a sense of community; we place great focus on character building and mutual respect. Students are active inside and outside the classroom through overnight class trips, artistic and athletic opportunities, and service learning. They socialize at organized events and continue to enjoy daily recess. Students are engaged as they master more challenging work and begin to explore their own passions and talents. Students leave the Middle School prepared; they have the academic skills and confidence to continue to be successful at Country School and beyond.

GRADE 5 English In Middle School, fifth grade students delve into literature, composition, public speaking, vocabulary and grammar using a combination of guided and independent reading. Many forms, cultures, themes and genres are explored, but the focus throughout each is consistent: to deepen comprehension, to build critical thinking skills, and to express oneself with accuracy and depth. Students read and discuss novels relating to the themes of immortality, social class, gender equality, cultures and traditions, survival, and resilience. Through the use of more complex sentences and sophisticated transitional words, students continue to refine their narrative, persuasive and expository writing. The goal of the fifth grade writing curriculum is to move from single paragraph compositions to multi-paragraph essays. Students respond to expository and creative prompts by expanding on their ideas and utilizing effective transitions to improve cohesion. They also learn to apply grammar skills to improve and vary sentence structure, punctuation and usage. Most importantly, students begin to offer their own literary analysis about what they read and write as they develop an individual perspective and point of view.

Social Studies In fifth grade, students study a period of history beginning with the founding of ancient Rome and culminating with the Middle Ages with the aim of gaining perspective, both chronologically and geographically. This course includes a specific focus on the rise and decline of civilizations, including the Saxons and Vikings in Europe. When each time period is studied, the goal is to make connections between various cultures and our modern world by touching on universal themes: class structure, inequality and slavery, infrastructure and community, government and leadership, environment and nutrition, education and health. While much time is spent on researching and the skill work associated with comprehending nonfiction text, students participate in a variety of independent and collaborative projects and give oral presentations. Scaffolded skill work (taking notes, evaluating cause and effect, identifying main idea vs. detail, debating, creating persuasive arguments, summarizing, distinguishing fact vs. opinion) is emphasized throughout the year and prepares students to successfully produce a well-written research paper to present at the Medieval Faire, a culminating event for the unit. Students are provided with opportunities to engage actively with our past and present through intentional, experiential learning, allowing Country Schoolâ&#x20AC;&#x2122;s mission skills such as creativity and curiosity to fuel their exploration. Examples include: medieval monk day; Roman emperor trials; a â&#x20AC;&#x153;Beowulfâ&#x20AC;? play and the Medieval Faire; where projects, 22

student-sewn tapestries and research papers are shared. In order to bring history alive, students take field trips to the Cloisters and Medieval Times. Fifth graders also read news magazines and discuss current events regularly as they build a global perspective.

Mathematics The Bridges in Mathematics program culminates in fifth grade, where the problems and investigations grow out of everyday life while delving more deeply into the world of mathematics itself. Continuing the emphasis on deep conceptual understanding, students focus on place value and operations with fractions and decimals, volume, and extending multiplication and division problem solving. Fifth graders apply the math skills they have developed throughout the year by building scale model houses that incorporate a way to collect solar energy. Through data collection and analysis, students discover which designs allow the most collection and storage of solar energy.

Science As students move into Middle School, science becomes one of the core academic classes. Using the Middle School science labs and our surrounding campus, students learn basic scientific methodologies through a variety of hands-on experiences in life, Earth and physical science; skills of observation, inference, data collection and analysis, and graphing are emphasized. Students explore the forces that drive weather patterns, study different systems of the human body, and learn about botany and plant physiology. Projects, research, presentations and labs â&#x20AC;&#x201D; such as measuring the impact of solar radiation; comparing how two groups of people perceive an optical illusion; and germinating radish seeds, beans and corn in greenhouses built from milk cartons â&#x20AC;&#x201D; complement the units of study. In addition, students engage with regular STEM design challenges, where they are given an engineering problem to solve with limited materials. Exposure to citizen science is an important aspect of the Middle School science program. For example, as part of Project Budburst, each fifth grade class adopts a tree on campus and reports leaf color change and leaf fall data as well as leaf budding, flowering and fruiting into a national database. Homework and quizzes are given throughout the year. Technology, such as Excel and a variety of iPad applications, is an important tool used during class. Microscopy is also introduced.

World Languages The primary goals of the fifth grade Spanish program are to introduce students to the basic grammar structures of the language and to introduce useful vocabulary within the context of their world. Fifth grade Spanish language students learn through a mix of textbook and workbook activities, listening activities, group work and games. They are exposed to new vocabulary in thematic units — meeting people, friends, sports, weekend activities, and likes and dislikes. Throughout each unit, particular attention is paid to grammar. Students learn writing skills through diagramming sentences to gain further understanding of how the Spanish language is structured. Group activities are often used in class for the students to help one another practice the skills being learned. Rosetta Stone, language learning software, is introduced to challenge the proficient student. Throughout the year, students are taught about Spanish-speaking culture through videos, pictures and class discussion.

GRADE 6 English Sixth grade English continues to develop students’ ability to read with insight and to write and speak with clarity and purpose. Shifting to reading with a critical eye, students read a range of novels, from classics to more contemporary works, which reflect today’s diverse and multicultural world. Classes are rooted in discussion, discovery and respect for differing viewpoints that such forums demand. Over the course of the year, students become proficient in close reading and analysis as they hone their critical thinking skills. Country School’s writing program stresses the idea of writing as a process, with outlining and revising at the heart of that process. By sixth grade, students understand the critical components of a coherent piece of writing. Students also acquire grammar skills through both the revision process and as stand-alone instruction. The foundational writing skill in sixth grade is the formal introduction of the five-paragraph expository essay, including the thesis statement and concluding paragraph. In the culminating year of the Basic Writing Skills curriculum, our students are writing independently with confidence and precision. Peer and teacher feedback, along with frequent revisions of their written pieces, demonstrates the value of collaboration and resilience. Public speaking is another critical component of the sixth grade English program. Students choose a topic of significance and write a two-minute speech, focusing on three specific areas of persuasion. They next collect and analyze evidence to further their points and complete several drafts of their speech, ensuring that they maintain the direction of an explicit thesis. When the writing process is completed, students shift their attention to the presentation process, learning how movement, body language, 24

gesticulation and tone contribute to a successful public address. At the culminating event, students present their speeches in front of a large crowd of peers, teachers, parents, siblings and grandparents.

Social Studies In sixth grade social studies, students focus on the era of the Renaissance from 1350 to about 1600 in Europe. In units designed around the social, economic, technological, scientific, artistic and theological changes that took place during this time period, students explore the changing landscape of Europe and the birth of humanism, discovering the power of individual initiative to transform one’s surroundings. We use a multifaceted approach that combines experiential projects with more traditional instruction to engage the natural curiosity that exists in our community. Students engage in guided and independent research to present thesis-driven essays presented both orally and in writing. Throughout the year, students alternate between cooperative group work and individual work. Social studies projects are based on the fundamental skills of note-taking, outlining and writing. Our additional focus on cultural literacy, explored through current events and geography, provides additional platforms to solidify and practice these skills. This focus builds to crafting an original speech, which combines the research skills learned in social studies with the analytical skills gained through English. The year concludes with a focus on the major explorers, who embraced the Renaissance ideals and journeyed across the ocean to expand Western ideals. Students learn that many of today’s modern issues have roots in the Renaissance world.

Mathematics The sixth grade year commences with a project in honor of the Italian physicist and quantum theory scientist Enrico Fermi, which promotes the value of open-ended questions that encourage multiple approaches, creative thinking and non-traditional problem solving. It’s this type of reasoning, blended with traditional algorithmic approaches, which typify the sixth graders’ math experience. Students learn early-on the importance of estimation techniques, both as a method to improve their number sense and as a reliable method to check calculations. Throughout the year, students work on both the content and process strands of math, including number theory and the part-to-whole relationship, which explores fractions, decimals and percent. Furthermore, students explore data analysis, pre-algebra topics, plane geometry, ratios and proportions, and probability concepts. Through a combination of exploratory and computational approaches, students solve a variety of problems to increase proficiency in all modalities. With an emphasis on written work, students practice the discipline of documenting their problem solving, and explaining their solutions both verbally and in writing. Technology supports the curriculum in a variety of manners, from basic calculators to support more complex operations to online tools, such as IXL, to offer repetition and promote proficiency. Students are exposed to a variety of assessment

tools, from formal tests and quizzes to hands-on projects such as the Probability Carnival, which offer an opportunity to apply and integrate mathematical concepts. Games, cards, dice and manipulatives are utilized to further practice and enhance the concepts behind topics explored during class. Classroom activities provide students with the opportunity to work both individually and in small groups.

Accelerated Mathematics Sixth grade accelerated mathematics is the first course in the accelerated mathematics pathway at Country School. Students move through and apply concepts at a more rapid pace than the traditional level. This course covers topics that include data analysis, basic plane geometry, ratios and proportions, measurement, probability, and prealgebra concepts. Students solidify their skills with fractions, decimals and percents, and also engage with more complex material involving linear functions, coordinate graphs and slope-intercept. Project-based learning — such as designing and constructing a Styrofoam boat to haul nails, a stock market simulation project, and managing a store in a classroom mall — complements units of study; these experiences allow students individually or cooperatively to apply concepts learned in class. Calculators are used along with Excel and other technology.

Science The sixth grade science curriculum includes such topics as geology, birds and electricity. The inquiry-based program allows students to continue to develop skills important to science as they observe, measure, classify, predict, control variables, formulate hypotheses, interpret data and make inferences. They learn a variety of concepts and make connections to their own lives, and in doing so develop a keener appreciation for the world around them. During the bird unit, students learn to identify the local birds by observing them at feeders. Once familiar with them, they then perform counts and contribute their data to the online eBird database managed by the Cornell University Lab of Ornithology. The bird unit culminates with students designing and performing their own unique controlled experiments regarding bird feeding behavior. Students gather data and report their findings in a formal lab report that they submit for publication in Cornell’s annual publication, “Bird Sleuth Investigator.” During the electricity unit, after learning about static and current electricity through a series of hands-on investigations, sixth graders create electric games and host an Electric Carnival for Lower School students. Throughout the year, classroom experiences are complemented with a variety of homework assignments. Students develop study strategies as they prepare for assessments such as quizzes and tests.

World Languages Sixth grade Spanish curriculum revolves around the refinement of language skills learned thus far and enhancement of comprehension and writing skills. A spiraling curriculum is used to review the previous themes and then move forward into new 26

material. Sixth grade students work through thematic units that include school days, schedules and classes, family members, around the house, furniture and accessories, chores, and where you live. They practice listening activities using different recordings of speakers from around the Spanish-speaking world. Project-based learning is implemented whenever possible. Students create songs, videos and presentations using Surface 3â&#x20AC;&#x2122;s and other forms of technology. Reading and writing skills are practiced regularly, and become more complex as the students move forward throughout the year.

MIDDLE SCHOOL C0-CURRICULAR CREATIVE ARTS Overview The creative arts program at Country School supports childrenâ&#x20AC;&#x2122;s inherent curiosity and need to express themselves and their imaginations. Supporting the schoolâ&#x20AC;&#x2122;s mission to educate the whole child, the arts integrate naturally with the classroom experience. The program is infused with opportunities for students to engage in the arts within a context that promotes multiculturalism and a strong connection to the natural world. Beginning in our earliest grades, the creative arts curriculum offers diverse programming that encourages self-discovery and appeals to a wide range of learning styles. As students develop a strong foundation of basic skills, they are given more choices in their projects and coursework. By the time they reach the upper grades, students choose from an expansive selection of creative arts courses, deliberately designed for specialization and mastery. In state-of-the-art studios, students work independently and collaboratively on group projects. Talented faculty, many of whom are practicing artists, challenge students daily to discover their creative potential. Throughout the creative arts program at Country School, students actively participate in a rich and varied curriculum that is not only developmentally appropriate in design but also deeply engaging and inspiring.

Music In the Middle School, sixth grade students study music technology, composition and history. They also continue to gain facility on a variety of instruments including ukulele, Orff instruments, drums and hand percussion. All Middle School students choose to participate in a performance ensemble, either chorus or band, and there are several opportunities throughout the year to perform for the greater community.

Visual Art In the Middle School, art lessons and projects correlate with academic studies whenever possible. For example, fifth graders study stained glass and medieval architecture in art classes during their social studies unit on the Middle Ages; sixth graders study portraiture and create their own self-portraits during their social studies unit on the Renaissance. A 28

variety of techniques and processes of two- and threedimensional media are explored in the art studio including sculpture with clay and printmaking.

Woodshop Fifth graders take weekly woodshop classes. Students practice skills such as planing, designing, measuring, sawing and hammering. The children complete a variety of projects including pencil boxes, birdhouses and chairs.

Maker Lab The Maker Lab at Country School is the place for creation, collaboration, innovation and entrepreneurship. Sixth graders meet regularly where they explore gadgetry, simple electronics, basic programming and 3-D printing, and build mini-bots.

Drama A broad palette of traditional theater skills, from writing to acting, is available to both fifth and sixth grade students who have the opportunity to participate in an elective production for one trimester instead of participating in sports. In this ensemble class, students take full ownership of all production aspects including concept development, script writing, music selections, choreography, and set and costume design. The Middle School program also utilizes homeroom-based activities as classes undertake productions that reflect their work in literature and history. In addition, all sixth grade students participate in a homeroom-based public speaking program.

interscholastic programs. In the fall and spring seasons, students select a sport and play a competitive interscholastic schedule. Each team competes with peer schools from the Fairchester Middle School Athletic Association (FAA). Playing time is evenly distributed, and the emphasis is on sport-specific skills, collaborative teamwork, sportsmanship, team pride and improvement over the course of a season. Usually, there is more than one team in a given sport. In these cases, teams are created to be equal, both by grade level and skill level. Frequently, the separate teams in a given sport will practice together daily, which helps promote a sense of community and strengthens the bonds between students. The winter season is intramural-based and is divided into two equal sessions. Students rank preferences from a variety of offerings and have the opportunity to participate in two sports. This intramural season adds to the studentsâ&#x20AC;&#x2122; total athletic experience, while also providing a chance for sport-specific skill development and camaraderie among peers.

Middle School Sport Offerings: Boys

Girls

Fall

Soccer, Football, Cross-Country

Winter

Basketball, Coed Hockey, Coed Squash, Coed Volleyball, Coed Yoga, Coed Paddle Tennis, Fitness

Spring

Baseball, Lacrosse, Cross-Country

Fall

Soccer, Field Hockey, Cross-Country

Winter

Basketball, Coed Hockey, Coed Squash, Coed Volleyball, Coed Yoga, Coed Paddle Tennis, Fitness

Spring

Softball, Lacrosse, Cross-Country

UPPER SCHOOL – GRADES 7–9 Introduction Grades 7–9 provide the opportunity for students to acquire the habits of mind — creativity, perseverance, independent thought and collaboration — which motivate them to become lifelong learners and prepare them for secondary schools. Seventh, eighth and ninth grade students experience the interconnectedness of school: how collaboration with teachers develops individual autonomy, how working closely with peers encourages independent thinking, and how fostering intrinsic motivation helps with external assessments, including trimester grades and the SSAT. Students balance their preparation for secondary schools, embedded in challenging academic content, with their need as early adolescents to make choices, to stretch themselves into new ways of working and thinking, and to develop their voices. Upper School students take on a variety of leadership roles as heads of committees, captains of teams, editors of publications and lead actors in plays. They deepen their study of the arts and participate in an interscholastic athletic program that balances the competitive and inclusive experience.

GRADE 7 English Seventh grade English develops students’ abilities to critically analyze literature through seminar-based discussion and to construct and defend an effective thesis using the five-paragraph essay format. Our interdisciplinary Humanities curriculum helps our students develop the passion for inquiry essential in today’s globalized world. As such, the literature is based on our study of American history and includes American classics as well as more contemporary novels. In addition to building on their vocabulary and grammar knowledge, seventh graders focus on the craft of four types of essay: expository, persuasive, analytical and argumentative. Through peer review and individual teacher conferences, students produce multiple drafts and develop their own personal style. Emphasis is put on supporting their arguments with multiple forms of evidence from the text.

United States History In the seventh grade, students investigate United States history from colonization to the early 20th century, instilling in them the confidence and perspective to collaborate with 31

the world as engaged citizens. The fall trimester provides a foundation for the American narrative, highlighting characteristics of freedom, resilience, vision and boldness. In the winter, students study westward expansion, as well as the complexities surrounding division and reunion during the Civil War and Reconstruction. Finally, in the spring, students begin to grasp the breadth and depth of a changing America emerging as a world power. The course provides students their first comprehensive exposure to American history, while equipping them with opportunities to develop the core academic skills: note-taking, public speaking, debating, geographic literacy, use of primary sources, collaboration and test preparation. In addition, students are guided to embrace a mindset of skepticism and curiosity as they explore the nation in which we live. Development of research-driven writing skills, as well as exposure to current events, are also embedded throughout the year. The course culminates with a four-day trip to an American city with deep historical ties. Led by the studentsâ&#x20AC;&#x2122; history teacher, the experience combines the rigor of historical inquiry with the joy of experiential learning.

Upper School Mathematics Introduction The Upper School mathematics program provides an integrated approach that engages students to build a solid foundation as they develop an understanding and appreciation of mathematics. By incorporating the main ideas of problem solving into daily classwork, students make observations, pose conjectures, test their hypotheses, work and rework solutions, and finally communicate their ideas â&#x20AC;&#x201D; both verbally and in writing. Through this process students develop the creativity and perseverance to meet new mathematical challenges as well as the confidence in their own abilities. At every grade level, students solve problems with high cognitive demand, offering them an experience to make mathematical connections, form generalizations and develop mathematical strategies that lead to making sense of earlier math concepts. Seeing the relevance of mathematics in real-world situations encourages students to learn the necessary skills. Technology plays an important role in the analysis of problems as students utilize calculators and computers in the process of problem solving. Courses offered in the Upper School range from Mathematics 7 to Algebra 2.

Mathematics 7 This course is an integration of arithmetic concepts, fundamental concepts in geometry and a foundation in algebra. Students develop strong computational skills in operations with fractions, decimals and percent. They study plane and solid geometry, ratios, proportion, probability, similarity, data analysis, and statistics. Algebra topics include operations with signed numbers, rational numbers, irrational numbers, linear equations and inequalities, and graphing. Technology is an integral part of the course as students utilize calculators and the computer to solve problems. They also learn to display data on the computer using circle, line and bar graphs. Problem solving is emphasized throughout the course.

Accelerated Mathematics 7 This course is an integration of applied arithmetic to algebra and from the visual world of arithmetic to geometry. The real-world orientation gives students practical and meaningful experiences. Topics include rational numbers, decimals, percent, number theory, set theory, probability, plane and solid geometry, ratio, proportion, and statistics. Algebra topics include the properties of real numbers, solving linear equations and inequalities in one and two variables, and graphing linear equations. Technology plays an important role as students utilize calculators and computers to aid in the problemsolving process.

Algebra I This course is a comprehensive first-year algebra course that includes the study of linear, exponential and quadratic functions. Students learn to represent a family of functions in multiple ways: as verbal descriptions, equations, tables and graphs. Topics include the properties of the real numbers and their application, linear equations and inequalities in one and two variables, systems of equations and inequalities, properties of exponents, the fundamental operations with polynomial and rational expressions, factoring, radicals, and quadratic equations. Graphing linear, exponential and quadratic functions is done by paper and pencil as well as the computer. Technology plays a significant role in the process of problem solving as students utilize calculators and computers to analyze problems.

Science The seventh grade science program is project-based, with each major unit including a research component and a final presentation. Cooperative learning is stressed. The first trimester is devoted to life sciences. Students begin with a forest ecosystem study in the Outdoor Classroom, and then move on to classification, viruses and bacteria, plants, and endangered species. In the second trimester, students learn about natural resources, energy and environmental issues. These studies culminate in a series of environmental debates. The last term of the year brings together the life and Earth sciences in a unit devoted to Long Island Sound; its biodiversity and sustainability are explored through discussions of current research and through place-based experiential learning.

World Languages Spanish 7 Seventh grade Spanish strives to extend studentsâ&#x20AC;&#x2122; understanding of the Spanish language and culture. The goal for each student is a high degree of active proficiency in the areas of speaking, writing, listening and reading. Students learn the intricacies of number, gender and case, and are able to describe people and things, talk about their school subjects, and locate Spanish-speaking countries on a map. Students also

develop their ability to express courtesies; count and express time; discuss daily life, activities, and hobbies; order food; identify objects related to the home; and use basic verb paradigms to express actions. Group activities, media, films and listening exercises are regularly used inside and outside the classroom. Students learn fundamental vocabulary and idiomatic expressions dealing with daily life, as well as the following grammatical structures: present, preterite, present progressive, and imperative and reflexive verbs, with brief exposure to other tenses if time permits.

Latin 7 In the first year of Latin, students develop an understanding of the elementary structure and nature of the language as well as an appreciation for the world of Ancient Rome and its relevance to today. Latin students are introduced to the language through a combined reading and grammar approach. Readings include passages in Latin based upon the life and times of a Pompeian banker named Caecilius, who lived in Pompeii at the time of the eruption of Mount Vesuvius in 79 A.D. As they learn the basic elements of Latin grammar, forms and syntax, students use these stories to build vocabulary and reading skills. Particular attention is paid to the variety of sentence structures and the ways in which an inflected language expresses relationships between and among words by changes in the spelling of those words, rather than by word order. Throughout the year, the students will learn various ways in which Latin both connects to and differs from modern languages.

French 7 The goal of the seventh grade French program is to introduce students to the French language and culture. Students develop skills in the four language modalities (speaking, listening, reading and writing). Emphasis is put on meaningful oral communication as well as accuracy of expression. Students develop basic structured sentences and acquire daily life vocabulary to ask questions and provide information on likes and dislikes, personal and school life, and family and friends. Group activities, media, films and listening exercises are regularly used inside and outside the classroom. This firstyear course also provides a general overview of the geography and cultures of the French speaking world through readings, videos and projects.

Mandarin 7 The introductory seventh grade Mandarin course is designed to develop an understanding of fundamental Chinese sentence structure and acquire a basic oral competence in simple daily communications, as well as an appreciation for Chinese culture. The Pinyin system is introduced for building awareness of tonal differences and accurate pronunciation of Chinese words. Radicals and stroke orders are taught for writing simplified Chinese characters. At the end of the course, students will combine these skills to type Chinese characters. Throughout the course, students are provided with numerous opportunities to engage in interpretive, interpersonal and presentational 34

communication. The course content will focus on relatable, everyday situations. Students will explore Chinese culture, compare and contrast English with Chinese, and apply their Chinese knowledge in their communities.

GRADE 8 English The primary goal of the eighth grade English course is to develop students who are critical readers, effective writers, astute listeners and confident speakers. The literaturebased course emphasizes analytical thinking, vocabulary development, sound writing and public presentation. Students are provided opportunities to acquire listening and speaking skills in both teacher- and student-led seminars based on the literature, which also serves as the primary vehicle for the development of writing skills. The course’s literature explores themes of conflict and challenge in their multidimensional forms involving the individual, the group and society. In the process, students learn to read for content as well as for perspective, thus acquiring the ability to think analytically and to share ideas with peers. Moreover, the literature serves as the basis for the development of vocabulary, not just learning definitions but learning how to use new words so that students “own” them. Major emphasis is placed on expository writing that is organized, clear and mechanically sound, using the literature as a foundation for the writing of essays and more collaborative interactions with fellow students. Engaged in such writing, students learn to develop a thought-provoking argument supported by textual evidence and analysis. Students are expected to acquire a solid understanding of grammar and punctuation through critiques of their own writing, supplemental workbooks and online resources. More important, they are expected to apply that understanding, not just to the taking of quizzes, but to where it really matters: their writing. A long-time tradition in the eighth grade has been a storytelling unit in which students read folktales from the many world cultures and then select one to present to children in the school’s lower grades. The next challenge involves developing the skills to present the selected story to an audience. To that end, a professional storyteller conducts a series of four workshops with each English section, offering the strategies and techniques used in effective storytelling.

World Cultures In the eighth grade, students take World Cultures, a social studies course with the goal of raising awareness and providing a foundation for global participation. The curriculum supports students who aspire to make a positive contribution to the world, thus reflecting the school’s stated mission. Students identify and examine four major regions: 35

Africa, the Middle East, East Asia and South Asia, with emphasis on geography, history and culture. By navigating the globe in both regional and thematic manners, students gain insight into the lives of future classmates, friends and colleagues. The course culminates in a major research project dealing with contemporary issues involving the environment, renewable energy, global health and human rights, all of which are presented and discussed during a two-day, student-run World Congress. During the course of the symposium, students utilize skills honed since joining the Country School community, including the synthesis of information, collaboration and public presentation.

Mathematics Algebra I, Part 1 This course is the first half of an Algebra I curriculum taught over two years. Students begin the Algebra I course in eighth grade and complete it in ninth grade with Algebra I, Part 2. During the eighth grade year the emphasis in the curriculum is on linear and exponential functions. Topics include properties of the real number system, linear equations and inequalities in one and two variables, ratios, rates, proportion, percent, systems of linear equations and inequalities, and properties of exponents. Students graph linear and exponential equations both by paper and pencil and using the computer. They learn to model real-world situations using functions in order to solve problems arising from these situations.

Algebra I This course is a comprehensive first-year algebra course that includes the study of linear, exponential and quadratic functions. Students learn to represent a family of functions in multiple ways: as verbal descriptions, equations, tables and graphs. They learn to model real-world situations using functions in order to solve problems arising from those situations. Topics include the properties of the real number system, linear equations and inequalities in one and two variables, systems of equations and inequalities, exponents, the fundamental operations with polynomial and rational expressions, factoring, radicals, and quadratic equations. Students graph linear, exponential and quadratic functions by paper and pencil as well as the computer. Technology plays a significant role in the analysis and completion of problems as students utilize calculators and computers to aid in their problem solving.

Accelerated Algebra I This course is a comprehensive first-year algebra course that integrates geometry, probability and statistics together with algebra. Four dimensions of understanding are emphasized to maximize performance: skill in carrying out various algorithms; developing and using mathematics properties and relationships; applying mathematics in realistic situations; and representing or picturing mathematical concepts. Topics include the properties of the real number system, linear equations and inequalities in one and two variables, systems of equations and inequalities, exponents, the 36

fundamental operations with polynomial expressions, factoring, radicals, and quadratic equations. Graphing linear, exponential and quadratic functions is done by paper and pencil as well as the computer. Technology plays a significant role in the process of problem solving as students use calculators and computers to analyze problems.

Honors Geometry This course is a traditional Euclidean-based course. There is some work with formal proof as students learn to reason deductively. Topics include inductive and deductive reasoning, algebraic proof, geometric proof, parallel and perpendicular lines, triangle congruence and similarity, concurrence theorems, quadrilaterals, regular polygons, right triangles and trigonometry, area, solid geometry, circles, and transformations. Visual and spatial thinking is developed as students draw constructions using a straightedge and compass as well as create nets for constructing solids. The Geometerâ&#x20AC;&#x2122;s Sketchpad software is used throughout the course as a tool to discover geometry concepts and theorems. Students propose conjectures based on their observations and test their ideas to further develop their understanding of geometric concepts.

Science Physical science is the area of focus in eighth grade. This hands-on course explores basic concepts of chemistry and physics through a variety of inquiry-based activities and creative projects. Particular skills emphasized during this course include careful observation, accurate measurement, organized and thorough data collection, and the formulation of conclusions based on the interpretation of evidence. Acquisition and usage of scientific vocabulary, and clear and accurate written expression of concepts, are emphasized. Chemistry topics include mass and volume, properties and states of matter, atomic structure, the periodic table, and chemical reactions. During this unit, students apply their understanding of physical and chemical properties as they attempt to separate and identify an unknown mixture of substances. Physics topics include forces and motion, Newtonâ&#x20AC;&#x2122;s Laws, fluids and pressure, work, power, and simple machines. Throughout the physics unit, resilience and problem-solving skills are emphasized as students engineer structures and contraptions such as pasta bridges, balloon cars and Rube Goldberg machines.

World Languages Spanish 8 The primary goal of the eighth grade Spanish program is to deepen studentsâ&#x20AC;&#x2122; knowledge of the Spanish language and culture beyond the introductory level. Students will continue to develop skills in the four language modalities (speaking, listening, reading and writing). Emphasis is put on meaningful oral communication as well as accuracy of expression. With the continued emphasis on oral and written communication, eighth grade students acquire more regular and irregular verbs and use them to narrate in the present, preterite and imperfect tenses. Direct and indirect object 37

pronouns are introduced in order to allow the student to acquire language that imitates normal usage by native speakers. More in-depth thematic vocabulary is introduced as it relates to travel, sports, clothing, personal hygiene, health, leisure activities and family. By the end of the year, the class is taught mostly in Spanish. Class activities include conversations of more cultural significance, as well as communicative activities to aid in the intensive grammar and verb-tense mastery required by this level. Interactive and group activities, audio and video tapes, and material from the Internet are regularly used inside and outside the classroom.

Latin 8 This course is intended to expose students to a variety of complex and increasingly intricate grammatical and syntactical structures while examining the far reach of the Roman Empire. In the eighth grade, they will expand their knowledge of noun forms to include all five declensions, and of verbs, the present, imperfect, perfect and pluperfect tenses in the indicative mood. Readings become longer and more complex, including the introduction of all participle forms and more complex uses of relative and other subordinate clauses. Students will continue to work toward reading fluency through attention to details of form and through the acquisition of a strong working vocabulary. The readings will open conversations and opportunities for further study of Roman history and culture, and their relevance to an understanding of our world today.

French 8 Students in the eighth grade French program deepen their knowledge of the French language and culture beyond the introductory level. They continue to develop skills in the four language modalities (speaking, listening, reading and writing). Emphasis is put on meaningful oral communication as well as accuracy of expression. Students develop basic structured sentences and acquire daily life vocabulary to discuss fashion, food and traveling. In addition, students learn to speak and write in the past tense, as well as read short books. By the end of the year, the class is taught mostly in French. Interactive and group activities, audio and video tapes, and material from the Internet are regularly used inside and outside the classroom. This second-year course also provides a general overview of the geography and cultures of France through readings, videos and projects.

Mandarin 8 Students in the eighth grade Mandarin course are exposed to increasingly complicated vocabulary and grammar structures, and refine their listening comprehension and speaking skills. While the students continue practicing their pronunciation and tones, they learn Chinese character formation rules, general-question words, measure words, words expressing tenses and proper sentence order. Daily oral discussions afford the opportunity to build accuracy and fluency. Students will compare and contrast Chinese

understanding of the differences and similarities.

GRADE 9 English English class in the ninth grade at Country School, a high school–level course, presents students with rich and challenging literature, expanded vocabulary work, and formal grammar study. We strive to foster precision of thought and language. The class features classic works of literature such as “The Catcher in the Rye,” “Romeo and Juliet,” and “A Tale of Two Cities.” Students learn to read closely, reflecting on both their emotional and intellectual responses. Students are encouraged to approach class discussions, which are often student-led, with an open mind, to speak concisely, listen to other students, and re-evaluate their own opinions. Throughout the year, students write frequently, both in and out of class, on a variety of topics as they explore different themes and think abstractly about the social and cultural context of the course literature. Great emphasis is placed on improving and developing students’ writing skills. The integration of technology, such as contributing to a class blog, allows for collaborative work in and out of the classroom as they write more frequently, freely and thoughtfully in a public forum. Ninth graders become authentic scholars as they break away from the five-paragraph essay format and develop their own personal writing style.

Modern World History This ninth grade college-preparatory course covers modern world history from the Renaissance to World War II and the Holocaust. We focus primarily on the rise of the West from a global perspective, highlighting Europe’s influence on economic, cultural and political trends around the world. This course builds on the knowledge of world cultures that students gained during their eighth grade year. After a brief look at the ancient world and the classical roots of Western humanism, we begin by reviewing the great changes brought about by the Renaissance. Our study of the Reformation looks at the role of reform, free speech and a departure from the blind obedience to authority that marked earlier centuries. A study of the Age of Exploration and the rise of the first global economy is followed by units on absolutism, the scientific revolution and the Enlightenment; students gain an understanding of the philosophical, political and economic catalysts of the French Revolution. An examination of the U.S. Constitution and branches of government gives students an opportunity to draw connections between our founding principles and the ideas of the Enlightenment. This study provides a lens through which we look at the trends of nationalism and independence in Europe and Latin America during the 19th century, along with the

Industrial Revolution. We revisit our global focus as we study international rivalries and imperialism in Southeast Asia, Africa, India and Latin America. The spring trimester features World War I, the Russian Revolution, the years between the World Wars, the major events of World War II, and the Holocaust. Individually, in small groups, or in larger class discussion, students are encouraged to use evidence (including primary and secondary sources) to form hypotheses, to debate both sides of an issue, to explore ideas, and to consider alternative answers to human problems concerning power relationships and conflicts. As the year progresses, our hope is that students will be able to see the broad continuum of history, understand and tie together the events that caused significant change, be aware of global connections in the exchange of ideas and resources, and gain insight into how to avoid some of the pitfalls of the past.

Mathematics Algebra I, Part 2 This course is the second half of a two-year sequence for Algebra I. It begins with a review of exponents from the Algebra I, Part 1 course. Topics include the fundamental operations with polynomials and polynomial expressions, factoring, operations with rational expressions, radicals, radical equations, quadratic equations, irrational numbers, fractional equations, linear inequalities, and number sequences. Students solidify arithmetic skills working with decimals, fractions and percent. Technology plays a significant role in the analysis of problems as students utilize calculators and computers to aid in their problem-solving process.

Geometry This course is a traditional Euclidean-based course. Students work on problems with varying degrees of difficulty, with an emphasis on the algebra component accompanying the solution to the problems. There is some formal proof involving triangle congruence. Topics include inductive and deductive reasoning, algebraic proof, geometric proof, parallel and perpendicular lines, triangle congruence and similarity; concurrence theorems, quadrilaterals, regular polygons, right triangles and trigonometry, area, solid geometry, circles, and transformations. Visual and spatial thinking is developed as students draw constructions using a straightedge and compass as well as create nets for constructing solids. The Geometer’s Sketchpad software is used throughout the course as a tool to discover geometry concepts and theorems. Students propose conjectures based on their observations and test their ideas to further develop their understanding of geometric concepts.

Honors Geometry This course is a Euclidean-based geometry course where students explore, discover and prove geometry concepts. There is extensive work with formal proofs as students learn to reason deductively. Problems tend to be comprehensive and require significant

analytical skills. Topics include deductive reasoning, triangle congruence and similarity, parallel and perpendicular lines, quadrilaterals, area, right triangle relationships, right triangle trigonometry, circles, concurrence theorems, regular polygons, solid geometry, transformations, coordinate geometry, and non-Euclidean geometry. Visual and spatial thinking is developed as students draw constructions using a straightedge and compass, and create nets for constructing solids. The Geometerâ&#x20AC;&#x2122;s Sketchpad software is used throughout the course as a tool to discover geometry concepts and theorems. Students propose conjectures based on their observations and test their ideas to further develop their understanding of geometric concepts.

Algebra II with Trigonometry This course will prepare students for Pre-Calculus. The material is developed with an emphasis on the functional approach, and almost every topic includes a wide range of applied problems. The emphasis is on linear, quadratic, polynomial, exponential, logarithmic and trigonometric functions. Students model real-world situations using functions in order to solve problems arising from those situations. Topics include: real and complex number systems, linear systems in two and three variables, matrices, quadratic functions, factoring, polynomials, rational exponents, radicals, logarithms, conic sections, sequences and series, trigonometric ratios and functions, and trigonometric graphs and identities. Technology plays a significant role in the analysis of problems as students utilize calculators and computers to aid in their problem-solving process.

Science The ninth grade science program offers a full-year, high school credit course in Regular or Honors Biology. The Regular Biology course covers the topics of evolution, macromolecules, energy use by cells, heredity and genetics, animal development, and human body systems. The Honors Biology course emphasizes the molecular basis of life. There are in-depth treatments of the molecular basis of evolution, energy capture and use by cells, reproduction and reproductive technologies, heredity and genetics, human development, and the structures and functions of human organ systems. Teachers use primary sources, lab investigations and online resources to supplement the basic text.

World Languages Spanish 9 The culminating year of the Country School Spanish program prepares students for advanced study at the secondary school level. Conducted exclusively in Spanish, this intensive course reviews and expands upon vocabulary and grammar structures presented in seventh and eighth grade. Students acquire a solid grammatical base, a stronger listening comprehension and a more fluent speech. Students also acquire proficiency in reading short texts and writing compositions in Spanish. Â

Latin 9 Students in the third year of Latin continue to sharpen their translation skills and develop understanding of sophisticated Latin text, so students are ready to approach the original pieces of Latin literature. The study of history and culture continues as students expand their knowledge of forms, vocabulary, syntax and grammar. Grammatical concepts covered in the ninth grade course include a thorough review of all verb tenses, both active and passive, and the various uses of them, the forms and uses of participles, and an introduction to subjunctive forms and uses. In addition, students will learn more sophisticated types of phrases and uses of the various noun cases. There will be emphasis on attention to detail, and on striving for accuracy and specificity in translating from Latin into English. Such exercises open unique opportunities for students not only to come to a greater understanding of a culture distant from themselves both geographically and temporally, but also to reflect upon the clear, accurate and effective use of the English language.

French 9 During the third year course in French, the study of grammar and vocabulary becomes more rigorous. It also encompasses a comprehensive review of introductory French while expanding and presenting structures, vocabulary and cultural material suited for intermediate levels. Students acquire a solid grammatical base, a stronger listening comprehension and a more fluent speech. Students also acquire proficiency in reading short texts and writing simple compositions in French. The goal is to develop the four language modalities (speaking, listening, reading and writing) and to help students gain an understanding and appreciation of French, its language, its people and its culture.

Mandarin 9 In the third year of Mandarin, ninth graders are taught the vocabulary and grammar needed to express themselves and create complex sentences. They learn more character formation rules, measure words, more advanced radicals, tenses and transition words. Students have regular opportunities for meaningful communication by using more complex structures, vocabulary and idiomatic expressions. Students also read a chapter book written entirely in simplified Chinese characters.

UPPER SCHOOL CO-CURRICULAR CREATIVE ARTS Music Seventh graders build upon the music skills begun in the lower grades as part of the whole-grade creative arts foundations course. Additionally, all seventh graders participate in an ensemble of their choice: band or chorus. Eighth and ninth graders employ their musical foundations in a trimester-based arts electives program, which may include courses such as Guitar, Music Technology, Songwriting, Rock Band and Drum Ensemble. All Upper School students have several performance opportunities throughout the year.

Visual Art In the Upper School, seventh graders continue building upon fine art and craftsmanship as part of the whole-grade creative arts foundations course. Students may also elect to continue their studies in woodshop. Eighth and ninth graders choose from a variety of visual arts electives such as Design for the Future, Boat Making, Clay Hand Building, Short Film and Portraiture. Exhibitions of student work are continuously displayed across the campus.

Drama In the Upper School, seventh graders may elect to further develop their dramatic skills as part of the whole-grade creative arts foundations course. In eighth and ninth grade, elective courses are available in improvisation, technical theater and dance. Students in all three grades may elect to participate in a fully realized theatrical production each year drawn from timeless Broadway musicals and classic dramatic works. Opportunities for work in all areas of stagecraft and further development of vocal, dance and acting skills are built into this activity.

PHYSICAL EDUCATION AND ATHLETICS New Canaan Country School has long believed that athletics are an integral part of the educational experience of our students. The lifelong enjoyment of physical activity and a healthy attitude toward athletic competition are the primary goals of our physical education and sports program. This is achieved through an age-appropriate, creative and challenging curriculum from Kindergarten through ninth grade. Our students move on to their high school program feeling well-prepared and appreciating the athletic foundation they gained at Country School. Our extensive indoor and outdoor facilities, including two full gymnasiums, an expansive gross-motor room, a cardiovascular fitness room, outdoor hockey rink, outdoor swimming pool, wooded trails and ropes course, and plentiful fields suit our program well. We also have a full-time school nurse and an athletic trainer on campus to tend to our athletes in event of injury. In the Upper School, students are placed on ability-based teams through a tryout period each preseason. Every student has a chance to participate at a level that complements his or her skill level, so that each can experience success and growth as an athlete. Our teams compete in the Fairchester Athletic Association (FAA), and often against nonFAA opponents as well. Our Varsity teams are extremely competitive and successful, frequently competing against high school freshman and JV teams, as well as travel teams. Upon graduation from the Country School, our athletes move on to their next schools prepared and confident for the next level of competition.

Upper School Sport Offerings: Boys

Girls

Fall

Soccer, Football, Cross-Country, Independent Sport Option

Winter

Basketball, Ice Hockey, Coed Squash, Coed Paddle Tennis, Fitness, Independent Sport Option

Spring

Baseball, Lacrosse, Cross-Country, Independent Sport Option

Fall

Soccer, Field Hockey, Cross-Country, Independent Sport Option

Winter

Basketball, Ice Hockey, Coed Squash, Coed Paddle Tennis, Fitness, Independent Sport Option

Spring

Softball, Lacrosse, Cross-Country, Independent Sport Option