Academics and Beyond
Academics
At Weekday School teachers take the time to get to know their students intimately and to cultivate a classroom environment of mutual respect. Our curriculum incorporates grade-level expectations, using state and national frameworks as guidelines, including the New Jersey Core Curriculum Content Standards and the New Jersey Student Learning Standards for English Language Arts and Mathematics. Our small class sizes allow us to bring more active, hands-on learning into our classrooms and to create stimulating environments in which students feel inspired to explore, take risks, and share who they are. We understand that every learner’s brain works differently, and we draw on each student’s strengths to nurture her, his, or their growth.
Teachers regularly assess students’ progress informally with every activity and more formally at benchmark assignments throughout a unit. Parent-teacher conferences, instead of report cards, provide an opportunity for dialogue about each child’s social growth, emotional development, and academic achievement. Careful observations, anecdotes, and work samples are shared between parents and teachers at regularly scheduled conferences.
By creating a space in which children feel safe, respected, and comfortable, we empower students to cultivate their own unique voices. We want the children in our community to develop confidence, compassion, and curiosity as they engage with the material and as they learn effective communication skills, including conflict resolution based on restorative practices. The academic potential of a child who has this mindset and these skills is unlimited.
Beyond Academics
It is widely recognized that a child's schooling should encompass ample non-academic time, as this plays a crucial role in their overall development. This time allows students to engage in various activities beyond traditional academics, fostering their social, emotional, and physical well-being. Research consistently highlights the importance of providing opportunities for play, creative expression, physical exercise, and social interaction within the school day. Integrating non-academic time into the curriculum not only supports students' holistic development but also enhances their academic performance and overall school experience.
Forest School
Once a month, we bring the learning outside for an entire day exploring the South Mountain Reservation.Spending extended time in nature has been shown to offer numerous benefits to children's physical, mental, and emotional well-being. Studies indicate that regular exposure to natural environments can reduce stress, improve mood, and enhance cognitive function. Additionally, time spent outdoors fosters a sense of curiosity and wonder, encouraging exploration and discovery. By immersing themselves in the natural world, children develop a deeper appreciation for biodiversity and environmental stewardship, laying the foundation for a lifelong connection to nature. At Forest School the children read maps and trail markers, build shelters, learn to identify plants, and are challenged in ways that aren’t possible indoors.
Physical Literacy
Physical Literacy is more than just movement—it's about understanding how our bodies and minds are intricately connected. Through our Physical Literacy program, students embark on a holistic journey to develop fundamental motor skills and enhance social-emotional intelligence in a nurturing environment. Our goal is to cultivate confident, competent movers while fostering meaningful relationships and emotional resilience.
Expressive Arts
Expressive Arts is a dynamic program that encourages creativity and self-expression through a variety of artistic mediums. Students are engaged in long-term projects that allow for deep exploration and skill development over time. Emphasizing process art, rather than focusing solely on the final product, students are encouraged to experiment, take risks, and express themselves freely without fear of judgment.
Our program offers a wide range of art materials and techniques, from painting and drawing to sculpture and mixed media. By providing access to diverse materials and tools, students are empowered to explore their interests and develop their unique artistic voices. This holistic approach to arts education fosters a lifelong love of creativity and self-expression, nurturing well-rounded individuals who are equipped to thrive in an ever-changing world.
Example Study Modules
PreK Experiential Learning Unit
After observing the children playing Restaurant in the dramatic play area of the classroom, the teachers developed a project in which the children spent several months delving into the various aspects of food service. They conducted research on how commercial restaurants worked by visiting food establishments on South Orange Avenue and interviewing their workers. Back in the classroom, they created menus, jobs, and organized the dramatic play area into a restaurant that reflected the knowledge they had gained through their research. Children took turns taking on different roles —such as chefs, waiters, and customers —fostering imaginative play. Throughout the unit, teachers paid close attention to children's interests, questions, and discoveries, adapting, expanding, and evolving the learning experiences based on the children’s emerging ideas.
Kindergarten/First Grade Social Studies Unit on Community
After studying globes and maps, the students created individual maps of the classroom before taking the learning out into the actual community--South Orange Avenue! As the weeks progressed, the students started to understand how individuals in a community rely upon one another and how a community functions. They then interviewed a diverse group of business owners, the results of which were the basis for their next writing project. The module’s culminating project was a presentation of all they learned, as well as a large model of South Orange created out of recycled materials.
Second Grade Science Unit on States of Matter
Students delved into the exploration of solids, liquids, and gasses. A highlight of the unit was the hands-on activity where students created Oobleck, a fascinating non-Newtonian fluid. As they combined cornstarch and water, the children observed the peculiar properties of Oobleck, which exhibits characteristics of both a liquid and a solid depending on the force applied. The students actively participated in discussions about the fluid's behavior and documented their observations in their science journals, making the learning experience both educational and fun!
Third/Fourth Grader STEAM Unit on Robotics
With a dual focus on battery-operated and solar-powered mechanisms, students were introduced to the principles of engineering and sustainable energy sources with robotic kids. They assembled their robots, incorporating motors and circuits for battery-powered functionality and solar panels to harness the power of the sun. This innovative project not only deepened their understanding of robotics but also instilled a sense of environmental consciousness as they explored alternative energy solutions.
Fifth Grade Black History Month Unit
After reading "Stamped (For Kids): Racism, Antiracism, and You" by Ibram X. Kendi, the students wanted to dive deeper into the topic. A collaborative discussion between the teacher and students resulted in an emergent project exploring and visualizing the timeline of racism in the United States. Using various sources, including books, articles, documentaries, and online resources, the students critically analyzed and synthesized the information, identifying key milestones and themes. Next, the students decided on the format and design of their timeline, considering factors such as accessibility, readability, and visual appeal. They divided the timeline into chronological periods, such as pre-colonial era, slavery, Jim Crow era, civil rights movement, and contemporary issues, to provide a comprehensive overview of the history of racism in America. Reflecting on the connections between past and present, drawing parallels between historical events and current social issues allowed students to develop critical thinking skills, empathy, and historical awareness while deepening their understanding of the complexities of racism in America. The project culminated with a presentation to parents and the school community. Students rehearsed their presentation, discussing the significance of each timeline marker and sharing their insights and reflections on the history of racism in the United States. On the day of the presentation, the students proudly unveiled their timeline, explaining the context and significance of each event with confidence and enthusiasm.