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Olympia Community School's small class size invites wonderful possibilities for curriculum development. By working with small groups of students, OCS teachers are better able to assess the needs of each student and to design a curriculum that respects individual learning styles, interests, and developmental levels. OCS teachers use well-researched
and approved, innovative methods to facilitate student learning and creativity.
They are aware of the developmental phases children go through in learning and
can, therefore, help each child progress from what s/he already knows to new
skills and understanding. Teachers also, with input from each year’s unique
group of children, create exciting new curricula.
The curriculum is interdisciplinary: subjects are not just taught independently of each other. Reading, writing, art, science, math, drama, social studies, etc. are often taught in conjunction with other subject areas. For example, students might measure their faces and features, use the measurements to create a self portrait, read or hear stories about famous artists who are known for self-portraits, then write in their journals (with assistance in early grades) about measuring, art, etc. This lesson reflects the interdisciplinary approach by combining complementary lessons in math, art, reading and writing. Below are just some of the methods at OCS that promote student’s acquisition of basic skills, independent thought, creativity and a love of learning. READING AND WRITING OCS students read together, in groups, with an adult, and independently, according to their ability level. They explore good children’s literature by participating in reading groups where, with teacher facilitation, they discuss books together. Children are also encouraged to read developmentally appropriate nonfiction, biography, and all other genres of literature. The approach to teaching basic reading skills is a whole language approach that incorporates all aspects of literacy acquisition. A popular activity in early grades is drawing pictures, then writing descriptions of them. As children progress they need less help from teachers, assistants, and older children in completing their written descriptions, and they learn to enjoy writing because it provides the opportunity to share their art with others. As their language skills develop, children are further encouraged to write stories, poems, and books and to share them with others. At OCS the authors and illustrators of their own books. For many children, this means “publishing” several books a year to share in our community and sometimes with the public libraries. Children also keep journals in which they write about what they are learning, and may share personal experiences, events and stories. In this way students get more practice writing, acquire the habit of writing, and learn to value their own reflections. MATH Students learn math using manipulables, games, practical problem-solving, and the Math Trailblazers program. They are able to progress at their own speed, encouraged and assisted by teachers and other students.
Exploration of the natural world and comprehension of scientific principles begin with discovery. In the classroom, teachers provide science kits and the opportunity for hands-on experimentation in physical sciences, simple chemistry and biology. Our setting is a natural laboratory. With supervision, students can explore the beach and surrounding woods. They will observe the changes in seasons and tides, discover plants and wildlife and study various aspects of nature. Students learn that, at its core, Science is a process of raising and then exploring questions, of observing the world and forming tentative conclusions, and then testing these observations and conclusions through discussion, further observation, and experimentation. ART Drawing, painting, sculpture, drama, puppetry, crafts and other means for children to explore and express their artistic creativity are regularly part of the day at OCS. Children often find art a good way to learn about and express what they’ve learned in other subject areas. Children also make and play instruments, sing and dance together, and listen to music from various cultures and ages, to develop their appreciation and understanding of music. HISTORY, SOCIAL STUDIES, GEOGRAPHY These areas of study are taught not as isolated subjects, but in a larger context that is more relevant. Children may begin by studying their own family history and ancestors. They might interview parents and relatives and work with books, maps and other materials to understand their ancestry, then share this information with the class to broaden all the children’s understanding of history and of each other. Last year these studies culminated in an all-day Heritage Festival where children shared with parents and visitors the dances, songs, food, art and information they had learned. The children also studied various Native American cultures. In addition to classroom studies and going to the The Squaxin Island Tribe Museum, people from these cultures shared and taught their stories, songs and dances, food preparation and history. This study culminated in an all-day Potlatch where children shared Native American foods, dances, crafts, their personal art that had been inspired by this work, and spoke of what they had learned. OCS students study history, social studies and geography by beginning from what they already know or are interested in, and then become curious about various historical times and events (like various forms of government, immigration, wars, slavery, women’s history, etc.) and then pursue further studies. PLAY AND IMAGINATION Children at this age learn much through games, exploration and imaginative play. In addition to the games, puppetry, drama and art that are integrated into their curriculum, our children have ample time for imaginative play outside. During recess and on sunny afternoons children may, with adult supervision, play in the woods or go to the beach. While playing together they discover plants and creatures, observe the effects of the tide and changes of season, and share these discoveries with their teachers, who may incorporate this interest into the classroom study. Many children use this time for imaginative play where they become characters and animals in a story they create themselves. Parents visiting at recess may find that their children have become animals, ogres or fairies, heroes or villains and are completely absorbed in this activity. Children also may choose to participate in various sports and games. They may play soccer, Hide and Seek, basketball, practice throwing, batting and catching. Plenty of opportunities for play develop healthy young bodies, minds and imagination. OTHER OPPORTUNITIES FOR LEARNING Parents and community members may be invited by the teachers to share their experiences, talents and interests with the children. Through this, children at OCS have participated in practical studies of habitats, salmon lifecycles, gardening, healthy foods, Japanese and Spanish languages, music, art and culture. They have done woodworking, needlecrafts, beading, costume-making and other arts and crafts. Children have learned about fire safety, dental hygiene, safety around strangers, and much more. Because so many people contribute to their education, children discover that learning is a life-long, enjoyable process that is not separate from other aspects of their life. They find that the real world isn’t only that outside school. At OCS, “The World is Our Classroom.” The school calendar closely follows that of the Olympia School District. We will supply a calendar before the start of each school year. School begins at 9:00 a.m. and ends at 3:00 p.m., with slight variations on field trip days and Friday afternoons. Parent conferences are held twice per year and, as in the Olympia District, are half days. This is to allow teachers adequate time to conference with each family.
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SCIENCE