Table of Contents
Armenian The Armenian studies curriculum is in continuous change depending on the students’ abilities, needs, and interests.Armenian Montessori Level Curriculum
Armenian 3rd Grade Curriculum
Armenian Intermediate Level Curriculum
Armenian Junior Level Curriculum
The Armenian studies curriculum is in continuous change depending on the students’ abilities, needs, and interests. Students’ interest and needs, at each level, are evaluated and assessed yearly. The teachers accordingly revise educational materials to meet the needs of the students to enhance their language and conversational skills.
Students are grouped according to their ability, exposure to Armenian language, experiences and proficiencies in the language. In the Montessori through third grade, students are placed into two groups: Armenian speaking families and non-Armenian speaking families. The expectations of the lower grades are quite different. Individual abilities and facilities for language are taken into consideration when evaluating students. By the fourth grade, students have received basic vocabulary skills and grammar skills to be on level. Each group is provided with instructional materials (writing exercises, vocabulary, conversation, projects) to progress and advance according to their readiness. Visual materials, CDs, listening exercises, and additional conversational practice are provided as needed. Children in the upper grades are afforded the opportunity to participate in projects at their comfort level. Projects include Cultural Day, Armenian Fair, Grandparents Day, and conversational opportunities with the teachers.
Music and art departments with volunteer dance instructors cooperate with the Armenian department in presenting programs throughout the year. The librarian, technology instructor, as well as the music and art teacher, work cooperatively with the Armenian teachers to enhance the language program. Language teachers at each grade level meet frequently to discuss student progress as well as to address the strengths and weaknesses of the program experienced at each level.
At the Montessori and Primary levels, children learn songs, the alphabet, identifying pictures with words and are able to speak simple sentences. At the upper levels, students learn grammar, writing skills, composition, and research topics in preparation for programs such as Cultural Week, Grandparents’ Day, Vartanantz Day, Commemoration of the Genocide, Armenian Fair, school wide end-of-year Hantes program, and participation in various contests and competitions which contribute to learning experiences.
Students are provided opportunities for public speaking, stage-performance, and able to express their pride in being Armenian. Non-Armenian students gain knowledge of a culture other than their own.
Primary through Junior Level Language Arts
Armenian Sisters Academy utilizes the PA Common Core Standards in Language Arts. The curriculum is taught to students two or three periods a day but its components (writing, reading, listening, speaking, grammar, and vocabulary) are incorporated into all other subject areas across the curriculum.
ILA’s nature, as parts of speech, usage, and grammar rules can be found in any subject and text and is expected to be used in any form of writing. Vocabulary is defined and used within the context of the text used.
Thinking skills are easily incorporated in reading/literature classes when students are expected to compare, contrast, respond to “what if” situations, and essay questions. Students have an opportunity to utilize their thinking skills in communication and expression in both written and oral work.ILA Mr. Waylan Curriculum
Library – Montessori through Junior Level
Montessori Level: Children are introduced to various types of literature through oral reading and video adaptations of classic stories. The stories are thematic, with topics related to current environmental and community events. (seasons, holidays, community helpers, counting books, fairy tales, and legends). Children are engaged through question and answer time following each story.
Montessori classes visit the library once a week for story time. Kindergarten (full day) students visit an additional time to choose books to take home. Care and responsibility for books begins at this time with the children.
Primary Levels: Children learn the basic organizational structure of the library and an understanding of usage procedures. They focus on alphabetical and numerical order and how it relates to fiction and nonfiction organization and shelving. They are introduced to the card catalog and how it translates to the computerized system for beginning information retrieval.
Literature exposure continues as in the previous level, but greater emphasis is placed on the difference between fiction and nonfiction and the different literary genres. They gain an understanding of the parts of a book and the parts of the story.
The children are introduced to the Accelerated Reader Program. Through the computer, children test their comprehension and literacy skills. This program allows students to move up or down according to their personal reading strengths or weaknesses.
Intermediate Levels: Children now focus on the Dewey Decimal System, classification, and information organization. Students learn what resources are available and how to locate them in print and online. They also learn to access specific information within resources by using internal organizers (indexes, table of contents, cross references) and electronic search strategies. They work with our computer catalog, refining search techniques and their ability to retrieve books on the shelf. The children are engaged through hand-outs, games, and DVD’s.
The use of the Accelerated Reader Program continues, but emphasis is placed on the Literacy Skills testing.
Junior Levels: The students focus on research for class assignments, information gathering, evaluating what information is needed, and selecting the most appropriate sources regardless of format.
The Accelerated Reader Program continues at this level with the focus on classic literature.
Primary through Junior Level Math
Armenian Sisters Academy utilizes the PA State Standards. In September 2012, we began using the Houghton Mifflin, GO MATH, a Common Core Standards program for grades kindergarten through six. Math class sizes are small and makes it easy to identify the strengths and weaknesses of students. This year we have begun Leveling in Math. At the beginning of each unit, pre-testing is available to use as a diagnostic tool. Based on these results, students are placed at the level they have not mastered. Once placed, students work at their own pace, with teacher assistance, explanation, and encouragement. End of unit tests are used to measure mastery.
Across the grade levels, instruction may include whole group, small group, or individual. As teachers employ differentiated instruction, students are referred to on-line programs listed in the text. Each classroom is equipped with a Smart board, access to the Computer Lab and a computer in the classroom to reinforce differentiated instruction.
Teachers also utilize enrichment or remediation as necessary. The small class size allows the teacher to identify students with special needs through observation and testing. Any child identified struggling; differentiated instruction is used to fit the needs of the child. A math specialist is provided by the Montgomery County Intermediate Unit to work with the students, grades one through five, needing additional help. Teachers are also available before school, during lunch, and occasionally after school for additional help.
Gifted students are offered enrichment with the curriculum and offered support to move through the courses at a quicker pace. In the middle and lower grades, the teachers incorporate math concepts into any topic including Social Studies and Language Arts. Problem solving requires reading and thinking skills. The math curriculum for each grade includes the previous grade, current grade, and the next grade course of study.
Students in all grade levels have the opportunity to foster their thinking skills and problem solving abilities. The younger grades use texts that are specific and inclusive to problem solving.
The strength of our Math program lies with the faculty: a group of experienced teachers who know the subject matter, care deeply about the students, and are invested in their students’ success.Algebra 1 Curriculum
6th Grade Math Curriculum
Physical Education / Health
Our Physical Education program gives every child the opportunity to learn about and take part in a variety of rhythmic,… (cont’d)
Our Physical Education program gives every child the opportunity to learn about and take part in a variety of rhythmic, natural play, team, individual, lifetime and/or recreational, and fitness activities. The skills and experience gained in physical education classes are readily transferable to and promote an enthusiasm for leisure time activities, healthy stress management skills, and many other extracurricular activities.
The general goal of education and physical education is the same….. the greatest possible development of each individual as a whole person; physically, mentally, socially, spiritually, and emotionally.
The Physical Education program includes:
Montessori and Lower Primary: Basic skills and Body Management. (running, catching, skipping, throwing, tag, rhythms, simple games)
Middle Primary: Simple exercises, posture, body awareness, and object handling are now added and expanded upon (cooperative learning, direction, running, stopping, ball skills, hopscotch).
Upper Primary: Time is taken away from movement exploration while sports skills and lead up games are introduced. More focus is on hand-eye and foot-eye coordination (dodging, pass and shoot, tumbling, jump rope, sport skills and lead up games, ball skills, change direction).
Intermediate and Junior Level: Children thrive at the opportunity to change or modify an already learned lead up game. Children participate in sports outside of school and are encouraged to share learned skills and drills with the class. When working on sports skills, the emphasis is always on sportmanship (organized sports, physical fitness, stunts, balls and implements, rhythms).
Along with our physical education program, our students from fourth to eighth grade are introduced to information and activities in areas of health such as first aid, safety, exercise and fitness, relationships, nutrition, diseases, and disorders. Field trips, guest speakers, class experiments, and projects are done to reinforce topics.
- development of a caring classroom environment
- friends and family
- conflict resolution
- caring classroom environment
- body systems
- caring for the body
- body image
- making good decisions
- caring classroom environment
- physical fitness
- nutrition and health
- A healthy body, healthy weight
- managing stress
- caring classroom environment
- reproductive system
- drug education/resistance skills
- Teens and Tobacco
- Teens and Alcohol
- Teens and Drugs
- Teens and Peer Pressure
- caring classroom environment
- adolescent growth and development
- First Aid and Safety/American Red Cross Certification
- preventing abuse and violence
6th Grade Health Curriculum
5th Grade Health Curriculum
4th Grade Health Curriculum
Our curriculum is biblically-based, so the study and reading of the Holy Bible is inherent at each level. Lessons learned from the stories, parables, and Gospels in the Bible are developed to meet the needs and strengths of each developmental level. Through the study and reading of the Bible, students discover new truths and their response to the Gospel. The focus on all religion classes is on love of God and neighbor. Through activities and discussions students deepen their faith in God, are invited to express their feelings, and discover new ways to live their Christian identity.
Students come to the knowledge that everything which gives meaning to life, all that they study, everything in which they become involved or which they undertake is inundated with religious influences and exist because of God. The program begins with an introduction to the Mysteries of Faith and an understanding that they belong to the Christian family and develops through the grade levels to have an appreciation of God’s loving presence in their lives.
Montessori: Sign of the cross and simple prayers are taught and major religious holidays are explained. Children are made aware of God’s gifts and presence in their lives.
Primary Level: Through modeling and activities, the children grow in understanding and appreciation of God’s love for them.
Intermediate Level: Through reading, discussion, journaling, and activities, the children learn that God’s kingdom of love is now and for all eternity.
Junior Level: Through discussions, activities, journaling, and projects, religion is viewed as the relationship between God and man. Students analyze the records of God’s dealings with mankind and of man’s response in faith to God.
Our school philosophy states that every child can succeed. Based upon this assumption, we have developed a science curriculum that helps children form positive attitudes toward Science as they explore and learn new and unexpected findings by doing rather than just reading. More importantly, the students develop problem-solving and critical thinking skills that carry over to all curriculum areas.
The Academy’s program blends a proper balance of oral, written, and hands-on work. Student experimentation, individual and group projects, enrichment, reinforcement exercises, and periodic evaluations add to the overall success of the program.
Our sixth, seventh, and eighth grade students participate in a school Science Fair, along with competing in the Science Olympiad and the Montgomery County Science Fair.Science curriculum sept-dec 2018
Social Studies is the integrated study of the social sciences and humanities to promote civic competence. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
Students receive a minimum of 45 minutes of computer instruction per week. This instruction is given in the school’s up-to-date Computer Lab. Other computer usage is available in each homeroom. This usage is determined by the individual homeroom teacher and usually takes place on a daily basis. The pattern of computer usage is consistent and enriching. Communication between the computer lab instructor and each homeroom teacher is accomplished either by direct meetings or via the school’s email, in order to determine exactly what subject areas need to be directly integrated into the lab. An Integrated Technology Resource Form is given to homeroom teachers during the first week of school that allows teachers to plan technology integration for the school year. As a result, technology integration is strongly represented within our learning community.
Students are given the opportunity to see how technology is used in today’s society as a productive tool through lessons learned in class. Students are shown and informed how computers are used in all different subject areas such as: social studies, mathematics, science, language arts, art, music, and language via the school’s enhanced Integrated Technology Resource Program. This program allows children to complete specific computer lessons that are geared towards using technology in a positive and useful way to enhance all the different areas of our day to day lives.
Students have the opportunity to develop research and information literacy skills in many enriching ways. Students are instructed to conduct a productive Internet search. Students are able to retrieve information more quickly and successfully via the Internet by finding links to information that are specifically related to their topic. Students become confident when research and information literacy skills are required to complete a project at home or at school.
Our technology teacher is responsible for the coordination of all efforts to keep the school’s technology program up-to-date. The technology teacher develops and implements the school’s technology curriculum, updates and installs software, and ensures that the school’s Acceptable Use Policy is followed by all students.