|
Pre-K
| Kindergarten
| First Grade | Second
Grade | Third Grade | Fourth
Grade | Fifth Grade
Pre-Kindergarten is a full day program for students who are four
years old by September 15. The program will build a foundation for
the curriculum of the elementary grades at The Cathedral School
and will integrate key concepts of cognitive, spiritual, and social
growth for young children. Central themes will guide children through
developmentally appropriate play, indoor and outdoor, while focusing
on language arts, math, science, and social studies. Themes are
taught in a nurturing environment through large and small groups
times, hands-on manipulatives and center-based learning. A special
focus will be placed on music as the children sing and move each
day. Rhythmic moving and enjoyment of songs will connect with language
arts and math skills.
Our daily schedule will include a variety of activities
that give children a balance between active working times and quiet
restful times. Morning work inlcudes morning meeting, Handwritng
Without Tears, journal writing, center time, snack time, outdoor
play, and lunch. Afternoon includes story time, rest time, center
time, snack time, and outdoor play. Students will also participate
in all of the Specialists classes which build the backbone of the
program at The Cathedral School including religion and chapel, character
education, art, Spanish, library, computers and physical education.
Students attend chapel once a week that is specifically geared to
Pre-Kindergarten students. Morning Prayer is every day in the classroom.
The Pre-Kingergarten day gives students a chance
to play and work in learning centers such as housekeeping, block
building, art, writing, reading, science and discovery, and math.
These centers encourage active exploration and independence while
they support our themes, skills, and concepts that are taught throughtout
the year. Foundations for building relationships, problem solving,
oral and written communications and math skills are a large part
of each day.
|