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The St. Nicholas curriculum meets and/or exceeds state and national standards. It also meets and/or exceeds the standards that are put forth by an academic discipline [National Geographic Society, National Council of Teachers of English, National Council of Teachers of Math, etc.].
The St. Nicholas education program is composed of four core academic areas which meet daily: language arts, mathematics, science and social studies. Into this core curriculum all other areas of study are integrated. St. Nicholas classrooms evidence many different learning approaches – a variety of texts and materials, manipulatives, audio-visuals, and computers – to meet the child’s learning style – and expand each child’s set of learning skills.
Much of the instruction is differentiated, meaning that instruction is developed with student variance in mind. It means starting where the students are rather than adopting a standardized approach to teaching that presumes that all learners of a given age or grade are essentially alike. Differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching. Teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. As an elementary school, St. Nicholas considers all facets of the child and is dedicated to the development of the whole child at appropriate learning levels.
In the academic areas of math and language arts, a student moves through concepts and skills according to individual performance and mastery. To facilitate that progress, students receive individualized planning guidance and are encouraged to move through skills and concepts at their own personal rate. In all primary classes, students use planbooks that provide the organizational framework for their work. Learning to be responsible for work is a critical piece in the development of a St. Nicholas student.
At St. Nicholas, “grades” are not given; rather, monthly teacher/parent conferences provide a communication base. Semiannual written evaluations and extended parent conferences also provide parents information on their child’s progress.
As core subjects, science and social studies, carefully integrated in math and language arts, respectively, are academic areas that are content based with instruction oriented to the whole class. These subject areas stress discussions, understanding of concepts, research, and process.
SPECIFIC CLASSES – An Overview
Language Arts - The goals of the language arts program are to help students speak and write effectively and to encourage enjoyment of written language. Language arts is presented as an integrated and whole process that includes reading, expository and creative writing, grammar and mechanics, spelling, vocabulary development, and research skills. Teachers use a variety of materials to focus on the process of writing, comprehension and critical thinking skills at all levels. Children learn to read and continue to read using quality children’s literature. Basal readers are used minimally. Children learn the process of writing by writing, with expectations adjusted according to developmental level. All grades utilize Readers Workshop, including Literary Circles and guided reading. Accelerated Reader is also available in each division and in the library.
Mathematics – At all levels, the emphasis is on mastery of basic arithmetical concepts an d problem solving. Students learn early that different strategies may be used to solve problems, and they work with manipulative materials to understand concepts in concrete terms. In addition to the core mathematics curriculum, upper levels use the Accelerated Math program that provides another tool for concept understanding and assessment. Careful integration with science provides a context for using math skills in the “real world.”
Social Studies – As part of the core curriculum, social studies aims to help students understand their particular place within the framework of human heritage and to develop skills that enable them to adapt to an ever-changing world. With an emphasis on thinking skills, social studies extends language arts in the areas of reading for content, writing, and research, both textual and technological.
Science – Science classes offer both laboratory and classroom instruction. The science classroom and curriculum is a part of each school day for all children. In addition to constructed science classrooms for all levels, our campus includes garden areas, wooded and cleared areas, and sites used for field work. Science is also integrated into all facets of the curriculum and offers opportunities to demonstrate critical thinking, problem solving, and creativity.
Art – Children have the opportunity to develop their own ideas and to solve problems creatively in art classes. They not only produce art but also learn a bout its history, aesthetics and criticism. At all levels, children work on painting, drawing, color theory, ceramics, sculpture, and collage. At St. Nicholas, art is hands-on and experiential where children are encouraged to express ideas and concepts in a visual and tactile manner. Classes meet two times a week and often integrate concepts and materials from other subjects with art projects.
Music – Music teaches the value of developing the art of listening and helps to increase the appreciation of music as an art form. Vocal skills, performance values and techniques, and classroom instrument skills are utilized to give the students a well-rounded auditory, tactile, and kinesthetic arts experience. Classes meet at least two times a week.
Spanish – The goal of the St. Nicholas foreign language program is to create an awareness of cultures and to form a base for future language studies by focusing on proper pronunciation, vocabulary development, and an appreciation of the history and culture of Spanish-speaking peoples. The classes are conducted in Spanish and include songs, games, pictures, physical activities, and age-appropriate cultural activities.
Computer and Information Technology – Computers, related technologies, and a campus-wide fiber optic network allows all students to have access to information science activities or across  disciplines. Using the library and/or classroom computers, students learn research and communication strategies.
In the younger levels, computers and related technology are used as a resource in instruction. Older students use word-processing skills in their written work and gain familiarity with various applications such as keyboarding programs, databases, spreadsheets, and graphic presenters (PowerPoint and Hyperstudio). Middle and Upper Primary students meet for keyboarding classes twice each week.
Library – St. Nicholas School’s Stanyarne Burrows Library contains seven thousand books and audio-visual materials, networked computers, and comfortable reading nooks. The librarian meets at least one period per week with all classes to read, to introduce library resources, and to teach research skills. Library curriculum often dovetails activities with students’ classroom studies. Middle Primary and Upper Primary students work on increasingly sophisticated graphic and multimedia research projects and presentations using PowerPoint and Hyperstudio applications.
Movement (Physical Education) – The physical education program gives an opportunity for personal physical growth, comfort and confidence with physical self, and for lifelong health and fitness. The program  stresses teamwork, but does not promote competition of student against student. Games, sports and individual skills are introduced at appropriate times for each age group. The President’s Physical Fitness curriculum is a part of the physical education program each year.
Throughout this challenging academic curriculum, students develop a high degree of personal independence, creativity, and confidence in the school setting. The "magic" of St. Nicholas is the interaction of teachers with students and students with their peers.
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