Academics
Elementary (K-5)
Kindergarten
A Time for Structure and Investigation
Kindergarten is a time when young students need to know they are cared for and valued as they begin more academic learning. Kindergarten teachers provide assurance and care for the child throughout the learning day. Students receive direct instruction and workshop time with hands-on activities that provide an opportunity to explore and integrate prior learning. Teachers encourage students to take risks in all curriculum areas, knowing it is a safe place to explore, make mistakes, and ultimately succeed.
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Grade 1
A Time for Transition
Students in Grade 1 enter a major cognitive transition where logic is more apparent in their thinking. Together teachers and children engage in the core work of literacy while exploring new horizons of knowledge and ways of organizing thinking and learning. Teachers challenge students with more sophisticated and symbolic math, structured writing activities, and a variety of reading concepts. Children’s dramatic change in physical, intellectual, and social growth is accommodated and supported in all curricular areas.
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Grade 2
A Time for Differentiation
Differentiation is an important aspect for Grade 2 students. The core work of literacy continues and progresses according to each child's needs and abilities. Within the classroom context, differentiated instruction supports a variety of learning styles. The room design provides for children's need for movement and appropriate instructional periods. Teachers instruct using a variety of modalities to ensure the small and large successes that prepare Grade 2 students to continue learning with confidence and competence.
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Grade 3
A Time for Collaboration
As Grade 3 students value peer assessment, collaboration and group projects come into practice. Trinity teachers introduce students to a sensitive and reliable approach to judging peers' work. Ideas related to discrimination and justice occur in Grade 3 students. Teachers encourage discussion of differences and diversity. The teacher supports students as active participants in their community.
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Grade 4
A Time for Independence
A growing sense of independence requires teachers to respond with instruction that supports this new maturity. Grade 4 students have mastered many basic skills and are ready to delve deeper into all aspects of their learning. The classroom teacher maneuvers the curriculum focus from acquiring and solidifying literacy to using it as a primary form of education. Students expand their knowledge base and refine skill areas as they discuss and debate ideas, savoring opportunities to think critically and question why things happen the way they do.
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Grade 5
A Time for Integration and Accomplishment
Grade 5 students make learning connections. Before, knowledge and skills now come together to enhance and leverage student learning. This creates a growing sense of self-confidence and self-assurance. The classroom teacher facilitates the students' increased maturity in understanding through integrated projects that require and encourage applying skills, concerts, and knowledge across disciplines. As a result, grade 5 students are confident, well prepared, and ready for the challenges and opportunities of middle school.
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