Lower School

List of 10 items.

• Language Arts

  In the Lower School, boys learn how to be active readers, writers, and thinkers. We believe that to increase skills and fluency, boys need ample opportunity to both read and write. This is why we use the Reader's and Writer's Workshop curriculum out of Columbia Teachers College; it focuses on choice, process, and, most importantly, active time developing reading and writing skills. Additionally, we support literacy development with the use of a systematic and explicit phonics program called Orton Gillingham, kindergarten through third grade. By combining strong programs and excellent teaching, Lower School boys become strong readers who connect deeply with texts and who value the learning gleaned from fiction and non-fiction alike. Equally true, boys become writers who can employ their skills in authentic situations.

• Math

  Understanding and problem-solving are at the heart of the Bridges Math Program in the Lower School. Through hands-on learning and game-based activities, boys develop numeracy, a critical component to both understanding and efficiency in math. Questions like "How do you know that?", "Can you solve that another way?", and "What can you use to solve that?" drive our program. Boys are challenged to think critically and solve efficiently. Though often seen as a "binary subject," Bridges math helps the boys understand that math is really about solving problems creatively and purposefully.
  
  For more information on the background and research behind our Math Program, click here. 

• Social Studies

  In the Lower School, the Social Studies curriculum is about heart, connection, and humanity. Each grade level addresses meaningful topics through essential questions like, “What is a community?” “What is my role in my community?” “How does geography influence culture?” In Social Studies, students take deep dives into the social, cultural, geographical, historical, and institutional implications surrounding their studies, often using reading, writing, and math as academic drivers. Social Studies provide an additional programmatic experience for the boys to be reflective, opinionated, curious, and engaged. 

• Science

  Science in the Lower School is about discovery, inquiry, and active application. Taught in mixed groups, science instruction focuses on both curiosity and process. Science instruction in the Lower School is about taking curious questions and turning them into actionable experiences in which the boys extend their understanding and apply their scientific skills. Experiments, like the sunlight reflection/refraction project in kindergarten and the biomes experiment in third grade, highlight how the boys make their learning hands-on, visible, and meaningful.

• Spanish

  Spanish in the Lower School is designed to spark curiosity and interest in the language and the cultures in which it is spoken. Through games, songs, call-and-response activities, and small group work, our boys learn the basic grammar and vocabulary necessary to express themselves in age and developmentally appropriate ways. An emphasis on cultural awareness is equally important, as boys learn about the Spanish-speaking world and the diversity of cultures and peoples who live within it. By 4th grade, our students are ready to either engage more deeply with their Spanish studies or use their language acquisition skills to pursue Mandarin.

• Engineering & Design

  In our Engineering and Design class, every boy is challenged to think, plan, and create within four domains: Robotics, Digital Creation, Physical Computing, and Fabrication. This class allows boys to solve real-world problems with the use of hands-on materials, technological advancements, and robotics. Engineering and Design also underscores the importance of showing resilience, patience, persistence, and empathy.

• Art

  The Lower School art program at Cathedral School for Boys affords the boys the opportunity to express themselves using the language of the visual arts. The fundamental visual elements of line, shape, texture, value, color, form and space are explored and approached as the vowel sounds in learning this visual language. Artworks from all cultures are examined through this lens and with practice each boy develops holistically with a global attitude of art and culture.

• Performing Arts

  We believe that there is an artist in every boy and that learning comes from hands-on practice and experience. In music and performing arts, boys not only learn about sound, tempo, rhythm, musical notation, and choral singing, every boy in the Lower School performs at some level every year. We believe that great learning comes from performance and that through this experience, boys refine their public speaking and drama skills.

• Technology

  We believe technology encompasses a range of tools and devices that support the growth and learning of our students and is inseparable from learning in the 21st century. Through a balanced approach, where devices and screens are used intentionally and in sync with hands-on learning, our students have even more opportunities to thrive in the classroom. In Lower School, students build foundational technology skills that include typing, digital media creation, coding, and robotics. Devices are used in developmentally appropriate ways across subject areas, and simultaneously, students learn about mindfulness with technology use so that they can become responsible, productive, and creative digital citizens at Cathedral School and beyond.

• Co-Lead Teaching Model

  The Lower School has co-lead teachers in kindergarten through third grade. The Co-Lead Model is one in which two experienced classroom teachers actively teach, plan, and assess alongside each other in one classroom. The benefits of this model are many, including greater collaboration, communication, and student engagement. Perhaps the greatest benefit is the reduction of the student to teacher ratio. With co-lead teachers, the class size is reduced from 2:24 to 1:12 and in some cases, 1:6. Smaller student to teacher ratios result in improved student engagement and learning, as teachers are better able to assess and plan for instruction.