1

Berwick AcademyLower School Curriculum Guide2015-2016

2

Welcome to Berwick Academy’s Lower School. We hope this Curriculum Guide is helpful in highlighting our pre-kindergarten through fourth grade program. As the Academy’s foundational division, we take seriously our pursuit of teaching the whole child through exemplary approaches in academics, arts and athletics. We also respect the crucial role that social-emotional student growth plays in setting the stage for well-rounded learning in a nurturing and challenging environment.

While this curriculum guide offers an overview of Lower School programs, it also covers a variety of other areas pertinent to the Lower School experience. We hope you find it helpful in better understanding and appreciating life within our Division.

Sincerely,

Joel Hawes, Lower School Director & The Lower School Faculty and Staff

Welcome

Table of Contents

Welcome..............2

Berwick Academy Mission Statement..............3

Lower School Program Overview..............3

Lower School Community..............4

Lower School Grade Level Overviews..............5

Homeroom Subject-Area Overviews..............8

Language Arts..............11

Social Studies..............18

Unified Arts..............19

Academic Support..............28

Wellness Program..............28

Early Bird and Aftercare Programs..............30

Parent-Teacher Conferences, Report Cards, and

Standardized Testing..............30

Sample Daily Schedules..............32

Faculty Listing..............38

3

Berwick Academy, founded in 1791, is a Pre-Kindergarten through Post-graduate college-preparatory day school dedicated to promoting virtue and useful knowledge among the rising generations. As one school with three divisions, Berwick develops balanced leaders through personal relationships that foster confidence and achievement. By engaging in a program distinguished by academic challenge, creative expression and performance, innovative technology, ethical sportsmanship, wellness, and a commitment to the common good, Berwick graduates become resilient citizens by living our core values of balance, engagement, excellence, and integrity.

Berwick Academy’s Mission Statement

In a distinctly joyful environment, our program provides a comprehensive educational foundation by focusing on the academic, social, and emotional needs of our pre-kindergarten through fourth grade students. We foster a passion for learning with our blend of core curriculum and unified arts classes. In a supportive setting, students deepen their curiosity and creativity, develop critical thinking skills, and become contributing members to their class, division and school.

Our classroom curriculum balances traditional principles in reading, writing, math, and social studies instruction with innovative experiences including individual research projects, small-group literacy classes, and full-class explorations. Educational units often culminate in a meaningful assignment, presentation, or project. The unified arts subjects add to the balanced academic program. Based on

grade-level scheduling, our students participate in art, library, music, passport to world culture, physical education, science, technology labs, and the world languages of Mandarin Chinese and Spanish.

Most importantly, a sense of camaraderie and support permeates the Lower School environment. Our varied group experiences help students realize the importance of actively contributing to our community. Group participation through programs such as sing-alongs, ACES (All Children Exercising Simultaneously), health and wellness events, reading buddies, and the student ambassador program help our students realize that they are members of a community in which all are invested in their growth and success.

Lower School Program Overview

Creative opportunities exist in a wide variety of settings, ranging from classroom lessons to off-campus field trips, as well as cross-grade engagements with older students who serve as mentors and reading buddies. The Lower School faculty guides our students toward academic independence through activities that range from traditional instruction to open-ended experiences, depending on the desired learning objective. We emphasize analytical and critical thinking skills, and we fine-tune these aptitudes through culminating projects and performances. As students begin sharing their own perspectives, we encourage everyone to consider and appreciate all points of view. Berwick’s Lower School teachers are committed to bringing out the joy and passion of each child. At each opportunity, teachers make every effort to develop lessons that are both relevant and inspirational.

Lower School Instructional Overview

4

Developing a sense of community through group participation and celebration with special events is an important component of the Lower School program. The events that follow offer a sample of the activities that occur throughout the year.

Lower School Assemblies: The Lower School students meet weekly for a Friday morning assembly with topics ranging weekly from holiday celebrations to sing-alongs to service project reviews. Faculty announcements, fourth grade ambassador reports and the weekly birthday song round out the assemblies. Assemblies can also be all-school affairs ranging from our traditional Tenth Day Assembly to our Martin Luther King, Jr. Assembly to our Earth Day Assembly.

Halloween Parade: On the Friday afternoon closest to Halloween, Lower School students take time from their studies to dress in their Halloween costumes and partici-pate in a parade that circles the campus. Parents are in-vited to attend and cheer on the event, as are students and faculty from the older divisions.

Winter Solstice Assembly:Held on a Friday morning in mid-December, the Lower School Assembly moves from the Great Room to the Theater to celebrate the Solstice Season. A variety of songs, dance and dialog make up this festive performance, with family and faculty members in supportive attendance.

Pizza–Bingo Night: The Lower School Pizza Bingo Night is held on a Friday night in mid-January. It features

family fun around the game of bingo with prizes for the students and pizza for all.

Lower School Production: The annual Lower School Production is a much-anticipated event for our students and community. Under the direction of our skilled fac-ulty members, our division eagerly prepares for its annual spring performance. This kindergarten through fourth grade interdisciplinary learning opportunity blends dra-matic, oral, and musical performance with classroom cur-ricular goals. The process culminates in stage productions for student and family audiences.

Service Projects: Each Lower School grade takes on a service project at a designated time during each school year. The students and teachers actively work together to support a chosen program or cause that is integrated in some manner into the grade-level or division-wide program. Berwick also has several cross-divisional service projects that occur throughout the year.

Young Authors Day: This event, held near the end of the school year, highlights the students’ writing, reading and presentation skills. Mixed-grade groups of students and faculty meet to share written pieces which the students have chosen for this special day. Parents are invited to attend the group readings in which their children participate. After the group readings, the students each receive a copy of the B.A. Bell (the Lower School literary publication) at a Lower School ceremony.

Lower School Community

5

Pre-Kindergarten Program Overview

Students come together in a nurturing, collaborative environment within the context of our pre-kindergarten setting. The program focuses on the social, emotional, physical, and cognitive growth of each child. In a structured, yet creative program students take part in activities that expand their social and cognitive accomplishments. The children learn to become reflective problem solvers through in-depth learning experiences.

The pre-kindergarten curriculum is propelled by children’s interests, ideas, encounters, and discoveries as they explore a particular area of inquiry. Each year, investigations and projects differ as children and families bring new ideas and experiences to school. The interests of the children drive the emergent curriculum in unique directions, while classroom teachers interweave age-appropriate skills into daily learning encounters.

Learning is a “whole experience,” not separated by subject areas and time. Besides a variety of in-class endeavors, the students also participate in five unified arts classes: art, library, music, physical education and world language. An active connection with parents is supported through weekly blogs, documenting the children’s learning process.

Pre-Kindergarten Homeroom Subjects:Math, Reading, Social Studies, Writing

Pre-Kindergarten Unified Arts Subjects:Art: One 30-minute class per weekLibrary: One 30-minute class per weekMusic: One 30-minute class per weekPhysical Education: One 30-minute class per weekScience: One 30-minute class per weekWorld Language: One 30-minute class per week

Kindergarten Program Overview

During this critical year of development, our kindergarten students take their next steps into their Berwick career. They arrive each day excited to join a joyful and nurturing environment that supports social, emotional, cognitive, and physical development. We provide cross-divisional experiences that are designed to incorporate them into the Berwick community. The intentional balance of creative and academic instruction is presented to draw students in and immerse them in our thematic units of study. Our classroom set-up provides our students with the opportunity to gain independence and responsibility. The students take ownership of their learning environment by fulfilling daily jobs and responsibilities.

While recognizing that academic and social/emotional development varies with each child, our dedicated teaching team

Lower School Grade Level Overviews

promotes a blend of small-group and full-class experiences that include math centers, literacy groups, and cooperative projects. Students continue their exploration and growth beyond the homeroom classroom as they enjoy full use of our campus facilities for art, health/wellness, library, music, physical education, and world language classes. The whole-child learning experience is sustained through a strong school and home partnership where teachers and parents work closely together.

Kindergarten Homeroom Subjects:Math, Reading, Science, Social Studies, Technology, Writing

Kindergarten Unified Arts Subjects:Art: Two 30-minute classes per weekHealth: One 20-minute class per week (with physical education)Library: One 30-minute class per weekMusic: Two 30-minute classes per weekPhysical Education: Two 40-minute classes per weekTechnology: One 30-minute class per weekWorld Language: Three 15-minute classes per week

6

First Grade Program Overview

The first grade students build a firm foundation in essential skills while continuing their enthusiastic approach to exploratory education developed in the previous Lower School grades. Our curriculum emphasizes reading, writing, and mathematics as being paramount components of a strong program. Additionally, the students enthusiastically travel the globe as they examine countries and continents in social studies. Instruction is differentiated to provide individualized levels of support and to meet the educational needs of our young learners. Small group literacy and math enrichment classes ensure appropriate instruction for each and every student. Our goal is to foster confidence in academics and to develop foundational social skills.

Art, computer, library, music, physical education, and World Language classes are designed to complement and enhance the academic curriculum. Science and Passport to World Culture are also added as first-time special subject experiences—making the first grade student program broader yet in scope.

First Grade Homeroom Subjects:Math, Reading, Social Studies, Writing

First Grade Unified Arts SubjectsArt: One 60-minute class per weekTechnology: One 30-minute class per weekWorld Language: Three 20-minute classes per weekHealth: One 20-minute class per week (with physical education)Library: One 30-minute class per weekMusic: Two 35-minute classes per weekPassport to World Culture: One 60-minute class per weekPhysical Education: Two 40-minute classes per weekScience: One 30-minute and one 50-minute class per week

Second Grade Program Overview

Throughout the year in second grade, students further enhance academic and social-emotional skills. They develop their language arts skills through small-group book discussions, a wide variety of shared literature experiences, author studies and daily reading experiences. Second graders are natural storytellers. They begin to develop storyline sequences, careful word choice, effective narrations and editing skills. Math skills are further developed using the Math In Focus program.

Second grade students shine in

multiple opportunities to display their growing research and presentation skills. For example, in February, our class enjoys a week-long interactive study of Abraham Lincoln during our President’s Day observation. At the conclusion of the year, each student presents a personalized immigration project based on an immigrant ancestor. This experience culminates the over-arching social studies theme in second grade that America is a nation of immigrants.

Second Grade Homeroom Subjects:Math, Reading, Social Studies, Writing

Second Grade Unified Arts Subjects:Art: One 60-minute class per weekTechnology: One 40-minute class per weekWorld Language: Two 30-minute classes per weekHealth: One 20-minute class per week (with physical education)Library: One 40-minute class per weekMusic: Two 35-minute classes per week; Passport to World Culture:One 60-minute class per weekPhysical Education: Two 40-minute classes per weekScience: One 30-minute class and one 50-minute class per weekWorld Language Two 30-minute classes per week

Third Grade Program Overview

The third grade year marks the transition from early childhood into middle childhood. These eight and nine year olds are becoming more adept at utilizing the skills they have gained in previous years and are putting these into practice each and every school day. Third graders continue to focus on their reading skills and fluency and begin to move toward the goal of reading to learn in all subject areas.

The Berwick Academy third grade curriculum encompasses a comprehensive study of the United States. The students, through a variety of projects, learn about the five regions of our country and are immersed in learning the vastness of the fifty states and enhancing their knowledge of where they live in relation to the country overall. A continued emphasis on writing daily and promoting

mathematical problem solving, in addition to daily reading opportunities, enhances the academic environment. Social and emotional aspects of learning are also promoted through individual and group experiences. Building on previous grades, a love of learning is encouraged throughout the third grade

7

curriculum.

Third Grade Homeroom Subjects:Math, Reading, Social Studies, Writing

Third Grade Unified Arts Subjects:Art: One 60-minute classes per weekWorld Language: Two 30-minute classes per weekHealth: One 20-minute class per week (with physical education)Library: One 60-minute class per week (combined with tech. class)Music: Two 35-minute classes per week; Passport to World Culture:One 60-minute class per weekPhysical Education: Two 40-minute classes per weekScience: Two 40-minute classes per week Technology: One 60-minute class per week (combined with library class)

Fourth Grade Program Overview

Fourth grade teachers reap the benefits of teaching children who have gained a passion for learning after having been nurtured and supported through the lower grades. The fourth grade level revolves around an integrated curriculum based on carefully chosen class books that we read and share as a whole group.

Our year begins with a focus on wellness, accepting differences, and making good choices which continues throughout the year. Students discuss sensitive issues which belong to our book characters, which in turn provide an opportunity for fourth graders to think about and develop

their own character and integrity. Being at the “top” of the Lower School allows students the opportunity to practice what makes people strong leaders. Fourth grade offers a critically important experience which fosters the development of confident people and independent learners ready to take on their next step to middle school.

Fourth Grade Homeroom SubjectsMath, Reading, Social Studies, Writing

Fourth Grade Unified Arts SubjectsArt: One 60-minute classes per weekWorld Language: Two 40-minute classes per weekHealth: One 20-minute class per week (with physical education)Library: One 60-minute class per week (combined with tech. class)Music: Two 35-minute classes per week; Passport to World Culture:One 60-minute class per weekPhysical Education: Two 40-minute classes per weekScience: Two 40-minute classes per weekTechnology: One 60-minute class per week (combined with library class)

8

Pre-Kindergarten Curriculum Guidelines

The curriculum in our Pre-Kindergarten class reflects a safe and nurturing environment that encourages a child’s physical, social, emotional, intellectual, and language development. The learning experiences are meaningful and relevant, helping children make connections between what is being taught and their own life and experiences. All class activities and experiences are appropriate for the children’s developmental level.

Social/Emotional – Speaking/Listening• Developsfriendshipsandflexibilityinfriendships• Engagesinconflictresolutionwithstrategies,negotiateswith peers, compromises and works cooperatively• Engagesinallareasoftheclassroom• Demonstratesindependencewithintheclassroom• Exploresandplayswithlanguagetocommunicatewithothers and to build a solid foundation for reading and writing• Uses language to socialize, verbalize needs, talkthrough a task, remember steps in a newly learned skill, ask questions, or carry on a conversation with others• Workscooperativelyinsmallgroups• Followsmulti-stepdirectionsandclassroomguidelines• Developsself-helpsskills(gettingdressed,packingup)

Writing• Children learn that writing is communicating withwords, symbols, or pictures• Children learn the beginningprocesses in producing

written work. (writing name, recognition of uppercase letters, exposure to lowercase letters, letter sound recognition, invented spelling, rhyming, sequencing, and opposites of words and the development of fine motor skills) They will use a variety of tools to convey their thoughts and ideas. (Example: Dictate stories, copy words to create sentences, use pictures to convey thoughts or experiences)• Childrenlearntorecognizewrittensignsanddevelopan understanding that written print in a storybook says something specific. (Example: recognizing sight words, friend’s names, make predictions about what comes next in a story, retell stories, create own stories with a beginning, middle, and end)

Reading• Childrendevelopanawarenessofsoundsandletters• Children develop the building blocks for learningto read and write by understanding that language is made of words, that words are made of letters, and that letters represent sounds. (Example: recognizing that sounds can be alike or different, recognizing words that sound the same, demonstrate a knowledge of the alphabet, recognize rhyming words)• Children demonstrate an interest in books (predictswhat might happen next, retells story)

Numbers and Operations• Childrenusenumberstorepresentquantity.• Childrenpracticecountingandusingnumbersindailyconversation.• Childrenrecognizenumbersandwritenumbers1-20.

• Children demonstrate one-to-onecorrespondence when counting.• Childreninterpretgraphsandanalyzedata.• Childrencomparegroupsandsortobjectsbyattributes.• Childrenmakeconnectionsbetweennumbersand real objects.• Childrensolvewordproblemsthroughtheuseof words and pictures.• Children recognize, extend and createpatterns.• Children identifyandmatch shapes-- circles,triangles, and squares.• Children use descriptive mathematicallanguage such as above/below, under/over, and beside/behind to describe the relative position of an item, as well as comparing objects using words such as long/short, big/small, full/empty, heavy/light, and more/less.• Children begin to observe differences andsimilarities in objects.

Homeroom Subject-Area Overviews

9

Social Studies• Children learn thebasic principles of living in a democratic society. They engage in cooperative, kind, caring, honest behaviors and learn to share by working with others. • Children learn aboutthemselves as well as other children in the classroom. They will hear and learn about culture and cultural diversity that surrounds them. • Children learn aboutindividual development and identity. (They will learn to recognize their own feelings and how to respond appropriately in different situations-identify and describe how he or she is feeling, show friendliness, thoughtfulness, and helpfulness towards others, demonstrate self-control in challenging situations, show respect and concern for others.)

Kindergarten through Fourth Grade Curriculum Guidelines

Mathematics (Organized by Grade and Unit of Study)

Math in Focus curriculuM

The Lower School transitioned to the Math In Focus program (Singapore Math) during the 2013-2014 school year. Taught in grades kindergarten through four, the program is built on important strategies, concepts and investigations that lead to well-rounded practical and conceptual math knowledge. Math in Focus is designed to layer learning so that students are building on prior learning with each new in-depth unit listed below.

Kindergarten Math in Focus curriculuM

Chapter 1 Numbers to 5Chapter 2 Numbers to 10Chapter 3 Order by Size, Length or WeightChapter 4 Counting and Numbers 0-10Chapter 5 Size and PositionChapter 6 Numbers 0 to 20Chapter 7 Solid and Flat ShapesChapter 8 Numbers to 100Chapter 9 Comparing SetsChapter 10 Ordinal NumbersChapter 11 Calendar PatternsChapter 12 Counting On and Counting BackChapter 13 PatternsChapter 14 Number FactsChapter 15 Length and Height

Chapter 16 Classifying and SortingChapter 17 Addition StoriesChapter 18 Subtraction StoriesChapter 19 MeasurementChapter 20 Money First grade Math in Focus curriculuM

Chapter 1 Numbers to 10Chapter 2 Number BondsChapter 3 Addition Facts to 10Chapter 4 Subtraction Facts to 10Chapter 5 Shapes and PatternsChapter 6 Ordinal Numbers and PositionChapter 7 Numbers to 20Chapter 8 Addition and Subtraction Facts to 20Chapter 9 LengthChapter 10 WeightChapter 11 Picture Graphs and Bar GraphsChapter 12 Numbers to 40Chapter 13 Addition and Subtraction to 40Chapter 14 Mental Math StrategiesChapter 15 Calendar and TimeChapter 16 Numbers to 120Chapter 17 Addition and Subtraction to 100Chapter 18 Multiplication and DivisionChapter 19 Money second grade Math in Focus curriculuM

Chapter 1 Numbers to 1,000Chapter 2 Addition up to 1,000Chapter 3 Subtraction up to 1,000Chapter 4 Using Bar Models: Addition and SubtractionsChapter 5 Multiplication and DivisionChapter 6 Multiplication Tables of 2, 5, and 10Chapter 7 Customary Measurement of Length

10

Chapter 8 MassChapter 9 VolumeChapter 10 Mental Math and EstimationChapter 11 MoneyChapter 12 FractionsChapter 13 Metric Measurement of LengthChapter 14 TimeChapter 15 Multiplication Tables of 3 and 4Chapter 16 Using Bar Models: Multiplication and DivisionChapter 17 Picture GraphsChapter 18 Lines and SurfacesChapter 19 Shapes and Patterns third grade Math in Focus curriculuM

Chapter 1 Numbers to 10,000Chapter 2 Mental Math and EstimationChapter 3 Addition up to 10,000Chapter 4 Subtraction up to 10,000Chapter 5 Using Bar Models: Addition and SubtractionChapter 6 Multiplication Tables of 6, 7, 8, and 9Chapter 7 MultiplicationChapter 8 DivisionChapter 9 Using Bar Models: Multiplication and DivisionChapter 10 MoneyChapter 11 Metric Length, Mass, and VolumeChapter 12 Real-World Problems: MeasurementChapter 13 Bar Graphs and Line PlotsChapter 14 FractionsChapter 15 Customary Length, Weight, and CapacityChapter 16 Time and TemperatureChapter 17 Angles and LinesChapter 18 Two-Dimensional ShapesChapter 19 Area and Perimeter

Fourth grade Math in Focus curriculuM

Chapter 1 Place Value of Whole NumbersChapter 2 Estimation and Number TheoryChapter 3 Whole Number Multiplication and DivisionChapter 4 Tables and GraphsChapter 5 Data and ProbabilityChapter 6 Fractions and Mixed NumbersChapter 7 DecimalsChapter 8 Adding and Subtracting DecimalsChapter 9 AnglesChapter 10 Perpendicular and Parallel Line SegmentsChapter 11 Squares and RectanglesChapter 12 Area and PerimeterChapter 13 SymmetryChapter 14 Tessellations

11

Language Arts Scope and Sequence (Organized by Grade, Skill and Level of Mastery)I = Introduce the Skill, P = Practice the Skill, M = Maintain the Skill

Lower School Language Arts

12

13

14

15

16

17

18

Organized by Grade-Level Units of Study

Kindergarten Social Studies Units

1. All About Me2. Christopher Columbus3. My Community4. Family Celebrations5. First Thanksgiving6. Martin Luther King, Jr.7. Kitchen Staff8. President’s Day9. Astronauts10. United States Postal Service Workers11. Mother’s Day12. Medieval Times13. Plants

First Grade Social Studies

1. My Place in Space2. Building Communities3. Exploring the Needs of Animals and People4. The Continents of the World

Second Grade Social Studies

1. Building Community2. Early Migration into the Americas3. European Explorers Come to the New World4. English Immigrants5. African Immigrants and the Slave Trade6. Europeans Immigrate to America7. Immigration Today

Third Grade Social Studies

1. Individual Development and Identity2. People, Places and Environments3. Exploring the Five Regions of the United States

Fourth Grade Social Studies

1. European Exploration of the New World2. The Thirteen Colonies3. The American Revolution

Lower School Social Studies

19

By Subject Area and Grade Level Units

Please see the pre-kindergarten overview on page 5 for PK unified arts information.

Lower School ArtWhile studying art as an academic body of knowledge, Lower School students learn the art vocabulary and develop an awareness of artists, styles, and periods. They also broaden their understanding of cultural diversity and history. Students are exposed to a wide variety of media which stimulates creativity while developing problem solving and critical thinking skills. Students engage in projects that will develop, strengthen and expand their observation skills and visual memory. Opportunities for integration with other disciplines reinforce, expand and enrich the learning experience. Developmentally appropriate, sequential, hands-on learning experiences inspire confidence, self-awareness and self-expression in our youngest artists.

Kindergarten Art Units1. All About Me and Art2. Lines and More Lines3. Portraits of Me and You4. Lines Evolve Into Shapes5. Let’s Eat: Food in Art6. Creating Textures: Drawing7. Reality or Fantasy? Creating a New World8. Celebration: Masks and More9. Painting Techniques10. Color Exploration11. Patterns and Texture in Paint12. People in Art: Portraits and Figures13. Animals from Found Materials14. Architecture: Looking at our Homes15. Drawing, Printmaking and Bookbinding

First Grade Art Units1. In the Beginning2. Guiding Response and Appreciation3. Lines: Up and Down and All Around4. Lines to Spaces, Shapes, Objects and Faces5. Color, Color Everywhere6. Expressing Your Ideas Exploring Art7. Animals in Art8. Making Connections: Animals and Me9. Learning More About Art Materials10. Art in Your Life11. Art Abounds: Presenting Your Art

Second Grade Art Units1. Seeing Your World with Artists’ Eyes2. Picturing Your World with Understanding3. Observing Your World: Looking More Closely

4. Exploring Your World in Color5. What Have I Learned: Art Review6. Making Your Art Personal7. Living with Art

Third Grade Art Units1. What is Art? Seeing, Understanding, Creating2. Creating Multiples: The Art of Printmaking3. Still Life: Drawing from Observation4. Bigger than Life: Set Design5. Texture: Real and Imagined6. Art Tells a Story7. Creating Visual Pathways

Fourth Grade Art Units1. Introduction to Art2. Fish-Patterns and Textures3. Rocky Shore Animals: Life Drawing4. Texture and Clay5. Wayne Thibeault: Painting Forms6. Chagall: Exploring Emotion in Oil Pastel7. Exploring Architecture8. Henri Rousseau: The Jungle

Lower School Computer/TechnologyWhile computer skills are actively taught in weekly classes in kin-dergarten through fourth grade, technology is also actively incor-porated through other means, ranging from the use of interactive whiteboards to iPad’s to flip-cameras usage in the homeroom and unified arts classrooms. Regular meetings occur between the tech-nology director, consultants, and Lower School faculty in order to stay abreast and consistent with technology use in the Lower School. Rather than considering skills and tools in isolation, we eagerly view the use of technology across the curriculum—as it may benefit a learning objective or subject-area unit.By third and fourth grade, students participate in a Junior

Lower School Unified Arts

20

TechKnow class, which is an integration between library information skills and technology research skills. This high-interest collaborative incorporates a number of projects and activities with essential integrated skills. (Please see the library section of this section for further details.)

Lower School LibraryThe children do projects using our laptops as well as enjoying the Jackson Library collection. The Library curriculum is based on a stepping stone model with skills being taught, reinforced, and expanded at each division level. The Jackson Library provides students with the skills to become life-long learners, critical thinkers, skillful researchers, enthusiastic readers, and ethical users of information as aligned with the mission of the School, its core values, and educational philosophy. The Lower School Library program engages its youngest children with a rich variety of literature to develop, strengthen, and maintain a love of reading. In third and fourth grades the library and

technology programs are combined into Jr. TechKnow class, which use a broad range of tools, resources, and information technologies.

Library (and related technology skills) Taught and Reinforced in the Lower School ProgramLibrary Citizenship (Pre-K – Grade 4)

Literature Appreciation (Pre-K – Grade 4)Book Structure (Pre-K – Grade 4)Introduction to Publishing (Pre-K – Grade 4)

Jr TechKnow (Kindergarten-Fourth Grade): Skills Taught/Reinforced in Homeroom and Library

Technology - Operations and Concepts (Pre-K – Grade 4)Technology - Creativity and Innovation (Pre-K – Grade 4)Digital Citizenship (Grades 3 and 4)Keyboarding (Grades 3 and 4)Google Apps Account (Grades 3 and 4)

Lower School MusicOur music program strives to develop innate musicality present in all children. Our students experience music-making as a regular part of the human experience. We help our children become musically literate by making the music of children’s culture known to them through folk songs, song games, folk dances, and other relevant music types. Music is also available to our students through performing, analyzing, and studying music while developing and appreciating all types of music. By immersing our students in elements of music, we develop discerning listeners and thinkers.

General music classes follow the Kodaly methodology. This is a child developmental approach. It follows the way a child learns naturally in a step-by-step sequence. It is highly struc-tured and sequenced and is related to the child’s development, physically, and intellectually. The major body of teaching ma-terials always lies within the child’s capabilities. Other materi-als are included to expand these capabilities. We progress from known to unknown, from total experience to the individual experience, and from activities to symbols. We prepare con-cepts and elements with physical, aural, and visual preparation. Much time is spent in the preparation phase to assure that a strong foundation is laid for each new idea. After presentation, the element is practiced extensively for total reinforcement.

Singing is the basis for music instruction. Children develop spoken language by hearing and imitating speech patterns, listening to conversations and stories. In the same manner, children learn to match pitch and sing in tune by hearing and imitating musical patterns, singing songs, and listening to music of the highest quality.

Performance opportunities abound in our Lower School! From our casual Music Shares during Friday Assemblies to our multi-divisional auditioned Winterfest, students are given many group and solo opportunities to perform throughout our academic year. Our second through fourth grade Lower School Chorus performs in various programs throughout the year. In addition, all Lower School students participate in the annual Lower School Production. Instrumentalists are invited to perform in our Friday Assembly Music Shares, as well as in the spring recital series.

21

Kindergarten Music Units

1. Autumn Music2. Solstice3. Lower School Musical4. Children’s Song, Games and Folk Dance5. Sing for Success

First Grade Music Units

1. Autumn Music2. Solstice3. Lower School Music4. Make a Motion5. Sing for Success

Second Grade Music Units

1. Autumn Music2. Solstice3. Lower School Music4. Make a Motion5. Rhythm and Song: Orff Instruments6. Music Theory Portfolios

Third Grade General Music Units1. Autumn Music2. Rhythm Basics3. Solstice4. Lower School Music5. Music Literacy Through Recorder6. Folk Dance7. Music Portfolios

Fourth Grade Music Units

1. Melody, Harmony, Song and Dance Session I2. Solstice3. Lower School Music4. Melody, Harmony, Song and Dance Session II5. Recorders, Rhythm Instruments Session I6. Recorders, Rhythm Instruments Session II7. Thirteen Colonies8. Exiting with Excellence

Lower School Passport to World CultureTo enhance our World Language program, the Lower School has recently introduced an integrated course called “Passports to World Cultures.” This hour-per-week interdisciplinary class in grades one through four combines elements of world language, unified arts, and social studies with project-based learning.

22

23

Students will be introduced to different cultural “destinations” each trimester. Overarching themes of how people live in other parts of the world will be considered through performance-based projects such as reader’s theatre adaptations of authentic folktales. Students will broaden their understanding of different cultures with the exhibition and demonstration of projects that they will create both independently and in collaboration with their classmates as they learn about the geography, shelter, food, clothing, education, holidays, beliefs, and folklore of others.

Passport to World Culture is designed to provide a parallel experience with the newly-expanded Lower School World Language program, which will include Mandarin Chinese, Spanish and French. Passport will also connect to themes introduced in the regular Social Studies curriculum. Through the thoughtful investigation of global cultures, this course will further enhance an appreciation and understanding of the diversity of our world. As we learn more about the cultural heritage of other people and places in the world, we will also consider the challenges that face contemporary societies around the globe--in conjunction with our current social studies program goals. What do people in different parts of the world need in order to survive and lead productive lives? How do their needs compare to ours? Part of our curriculum will devote time to looking at issues in other parts of the world and then challenging our students to think about solutions. Students will incorporate technology in their problem-solving research and other aspects of their learning. Whether taking a virtual tour of the Lascaux caves, using the CultureGrams electronic database in Jackson Library, recording original stories, or assembling a digital portfolio of artwork created throughout the year, Lower Schoolers will integrate iPad technology into their cultural studies.

First TrimesterOverarching theme: What does culture mean in relation to our classrooms, our schools, and our World?First Grade: Cinderella stories from North AmericaSecond Grade: Trickster legends and pourquoi tales from South America and the ancient civilization of the IncasThird Grade: The culture of the Native Americans of Northeastern Canada and New England and a related focus on America in the seventeenth and eighteenth centuriesFourth Grade: Marco Polo’s journey along the Silk Road to China, including a focus on technology

Second TrimesterOverarching theme: How are structures influenced by world cultures and how are world cultures influenced by structures?

First Grade: Cinderella stories with structures influenced by different climates and culturesSecond Grade: Viking long housesThird Grade: Chinese dragons and mapsFourth Grade: Shelter that is both a home and a defense structure, such as a castle

Third TrimesterOverarching theme: How do we develop a sense of awareness, stewardship and problem-solving towards the needs of the Earth and towards the needs of children both locally and globally?

First Grade: Puppet shows from world culture experiencesSecond Grade: Chinese story fansThird Grade: Latin American folk masksFourth Grade: Coat of Arms

Lower School Physical EducationThe physical education program is based on a well-rounded series of units from pre-kindergarten through fourth grade. The primary goal is to develop students’ fundamental movement skills within a variety of developmentally appropriate games, dance movements, and gymnastic activities. The program enhances our students’ personal fitness and provides them with the knowledge and skills necessary to engage in a variety of physical activities. The physical education program reinforces students understanding and application of fitness concepts and motor skills through a variety of movement forms. The program aims to develop students’ personal and social responsibility, self-management skills, and ability to make informed choices. The program nurtures a joy and confidence in moving and a healthy competitive attitude. It encourages and prepares students to participate and benefit from a lifetime of physical activity and to transfer ethical and social lessons and values learned in sport to their daily life.

24

Pre-Kindergarten’s Movement Education class covers many fundamental skills and approaches for gaining physical awareness and development. We focus on appropriate use of individual and group space. Through the use of manipulative objects and their own bodies, they explore non-locomotor skills such as balancing, twisting, bending, and stretching, while also exploring general space through creatively moving through high, medium, and low levels. Locomotor movements including galloping, hopping, jumping, and skipping are integrated into the curriculum on a daily basis. The pre-kindergarten students learn the concept of the four elements of movement (space, time, shape and force/flow) and are immersed in a variety of activities intended to master and discover skills within this conceptual realm. Spatial awareness is addressed specifically with pattern and pathway building, movement in levels, and using hoops and other manipulative objects to alter their surroundings. Traveling through movement obstacle courses, testing agility, sequencing, and stamina creates the foundation of fitness. Utilizing elements of fitness, we apply the sorting of colors, shapes, and numbers using a variety of manipulative objects to develop tactile awareness and response. Gross and fine motor skills are introduced through tracking objects, such as throwing and catching scarves and bouncing and catching balls. The curriculum is supplemented with a literacy approach, utilizing age appropriate books with movement themes to reinforce classroom activities. In kindergarten and first grade, the movement exploration approach is used in teaching locomotive movements, manipulation skills, balance skills, eye-hand and eye-foot coordination, and spatial awareness. Children learn how to apply directional commands to all locomotor skills. Students are taught how to apply speed, level, spatial relationships and the use of various body parts to movement skills. Students are encouraged to exhibit responsible personal and social behaviors such as working well independently and with others, following directions and safety rules, staying on task, and putting forth their best effort. The focus for grade two is to refine previously acquired skills in the areas of balance, spatial awareness, eye-hand and eye-foot coordination, locomotion and to understand the concepts of force, speed, level and range. Activities that involve sharing and cooperating in a small group are emphasized. Physical fitness is explored further by explaining the importance of stretching and introducing the concept of heart rate. In third and fourth grade the focus is on the development of gross motor skills while progressing toward the development of more finite motor and coordination skills. Students begin to apply the skills and concepts learned in grades Pre-K-2 to modified team sports and individual activities. These units help to further develop eye-hand and eye-foot coordination, locomotor skills, and spatial awareness.

Kindergarten Physical Education Units1. Rules and Space2. Exploratory Locomotor Skills3. Game Skills4. Exploratory Manipulatives: Ropes5. Throwing and Catching6. Fitness7. Dance and Movement8. Educational Gymnastics9. Cooperative Games10. Winter Olympics11. Parachute Activities12. Ball Handling Skills13. Fitness II14. Striking with Long-Handled Implements15. Striking with Short-Handled Implements

First Grade Physical Education Units1. Rules and Space2. Playground Games3. Chasing and Fleeing Games4. Tag Games5. Soccer6. Locomotor Movements and Game Skills7. Fitness8. Throwing and Catching9. Basketball10. Dance

25

11. Educational Gymnastics12. Baseball (Tee Ball)13. Racquet or Paddle Skills14. Striking with Long Implements15. Cooperative Games16. Group Games

Second Grade Physical Education Units1. Rules and Space2. Playground Rules and Games3. Throwing and Catching4. Tag Games5. Net Games6. Fitness7. Soccer Skills8. Fundamental Skill Development – with Manipulatives9. Fundamental Skill Development – with Ropes10. Parachute11. Students and Tumbling12. Basketball13. Volleying14. Dance and Rhythmics15. Striking with Bats16. Hockey17. Scoop Activities

Third Grade Physical Education Units1. Playground Games2. Soccer3. Football4. Fitness5. Basketball6. Invasion Games7. Hockey8. Dance9. Volleyball10. Rope Jumping11. Fitness II12. Gymnastics13. Baseball/Softball14. Tennis

Fourth Grade Physical Education Units1. Playground Games2. Soccer3. Football4. Fitness5. Basketball6. Invasion Games7. Hockey8. Dance9. Volleyball10. Rope Jumping11. Gymnastics

12. Softball/Baseball13. Fitness II14. Racquet Sports15. Cooperative Games/Rock Climbing

Lower School ScienceStudents become immersed in science in the Lower School via investigative and exploratory units of study. In pre-kindergarten and kindergarten, students have ample discovery-oriented space in which to become scientists right in their own classrooms. In grades one through four, the Lower School

science room provides an environment in which students experience a distinct unified arts program where they can delve into more extensive and long-term projects. A highlight of the science classroom is the saltwater touch tank in which students can learn up-close about North Atlantic tide-pool organisms and associated animal care. The extensive school grounds allow for meaningful scientific observations and explorations through outdoor activities, including the study of campus trees. The trails and woods on our outer campus allow students to further experience and appreciate the natural world.

The science program is a high-interest, hands-on program where a wide range of science topics in the physical and natural world are incorporated, as are the scientific and engineering processes. Learning from other curricular areas is integrated often and students are encouraged to share science from their lives outside of school with their classmates. A pervasive concept represented by the science program in the Lower School is that science is ever-present and that it is an exciting and important topic of study.Kindergarten Science Units

1. Butterflies and Caterpillars2. Signs of Fall

26

Lower School Wellness Program

3. Apples4. Pumpkins5. Turkey/Thanksgiving6. Five Senses7. Snow8. Wintering Animals: Bear Concentration9. Shadows10. Earth, Sun, Moon11. Magnets12. Plants13. Farms

First Grade Science Units

1. Becoming a Scientific Community: Nature all around us2. Building Scientific Structures: Shapes, sizes and designs3. Using Scientific Knowledge: Farms around the world

Second Grade Science Units

1. Becoming a Scientific Community: Three R’s, plant care and bird feeders2. Building Scientific Structures: Marble tracks3. Using Scientific Knowledge: Kitchen chemistry

Third Grade Science Units

1. Becoming a Scientific Community: Campus trees2. Building Scientific Structures: Bridge building3. Using Scientific Knowledge: Electrical circuits

Fourth Grade Science Units

1. Becoming a Scientific Community: Scientific process, data collection, the Seacoast2. Building Scientific Structures: First Lego League3. Using Scientific Knowledge: Independent projects

Lower School World LanguagesThe World Languages program will offer exposure to language instruction and cultural diversity in Mandarin Chinese and Spanish in grades 1-4. General World Language exposure is developed in our PK and K classes. Our goal is to offer language in the Lower School as a tool for building receptivity and oral capability with world language as well as a unique point of access for cultural appreciation.

We typically begin each class k-4, with a thematically-related activity. Students engage in a sequence of warm-up questions that gradually shifts from the listening to the speaking mode. As they are able, students add information to this conversation, describing how they feel, discussing the weather, how old they are, the day and the date.

Whenever possible, we explore themes in science, math, social studies, music and art, that students are pursuing in other classes. Instruction is carried out in a variety of ways: from direct conversation to games to skits to interactive technology approaches. This approach helps to create a meaningful context for learning World Language and avoids learning vocabulary or grammar in isolation.

The Foreign Languages in the Elementary School (FLES)

27

Lower School Wellness Program

customs. Class objectives will be connected to other programs and projects underway in the homeroom environments in order to bring greater meaning and understanding to curricular goals.

Lower School Optional Dance Program and Optional Music Lessons

The dance program seeks to educate intellecutually, artistically, physically, ethically and socially through the medium of dance. The curriculum in all three divisions provides students with avenues for technical and creative development. Dance is approached as a collaborative venture for any and all students with an emphasis on interactive skills, discovery, and courage. The Lower School program focuses on the exploration of the body as the cance instrument and movement as a mode of self-expression. Lower School students may participate ina 40-minute class in creative movement, ballet, and modern techniques, and composition skills once a week during their lunch recess. Lower School students may also attend an after school class in jazz and tap.

Many students from all three divisions opt to take private music lessons at the Academy. We have a talented adjunct music faculty who offer lessons on most band and orchestral instruments, guitar, piano, drums and voice. By fourth grade most students are physically able to handle any instrument. For younger children, the recommended instruments are violin, cello or acoustic guitar (because these instruments are available in small sizes) and piano. Instrument purchase or rental is the parent’s responsibility, but it is recommended that the parent first consult with the private teacher. Lessons are scheduled once a week during school day recesses, study halls, after

curriculum uses thematic units of study that are revisited each year to build upon prior knowledge. This spiral of study is similar to the way math is taught; with an addition of more skills each year. Advantages to this curriculum design include better retention of learned words and expressions, integration of new students into the classes who have no previous world language experience, and the opportunity for siblings in different grades to share common language experiences at different levels at home.

Grades 1-4• One trimester of each language • Two 30-minute classes per week in grades 1, 2 & 3• Two 40-minute classes per week in grade 4

The content and vocabulary in each of the three trimesters of grades one through four language study will be aligned by grade so that as the students learn specific vocabulary and structure, they will also learn to compare and contrast content material from the different trimesters of language study. The vocabulary, conversational fluency, and cultural content will increase in rigor and complexity from grade to grade.

Grades PK, K• Integration in homeroom curriculum• Regularly scheduled visits by language teachers• 3-times per week for 20 minutes in K• 1-time per week for 30 minutes in PK• Early childhood foreign language activities

Students in pre-kindergarten and kindergarten will receive foreign language instruction through regularly-scheduled visits in their homeroom classrooms. World Language learning includes the introduction to Spanish and Mandarin vocabulary, cultures, and

28

school and occasionally before school. Lessons last between 30 and 40 minutes depending on the availability of time and teacher or student preference. Students generally keep the same lesson time for the full academic year. (Berwick Academy 2015-2016 Parent-Student Handbook and Directory)

Lower School academic support services are provided and managed by the Lower School Academic Support Coordinator (ASC). The ASC serves as a resource to faculty, students and parents when students experience academic challenges within the classroom setting. The ASC can explore the possible causes of the academic difficulty and may recommend both home and classroom interventions, as well as further outside evaluations and tutoring as needed. Our tutors are carefully chosen according to levels of certification, specialization and area of need in the student.

The ASC also works with students directly for short periods of time on specific targeted areas such as study skills, language skills, or organizational techniques. The ASC’s work focuses on student progress within a specific grade level and longitudinally from grade to grade and from division to division. With early identification, collaborative consultation, and direct student support, the ASC directly or indirectly helps each student move towards greater academic independence.

With student support in the Lower School, the ASC attempts to identify, support, and enrich student learning throughout the division. The ASC consults directly with the Lower School Director, classroom teachers, literacy teachers, unified arts teachers, and parents to promote and monitor academic progress. Using a whole-child approach, the ASC addresses any academic barriers, social/emotional needs or patterns of behavior that might affect academic success for individual students and for the Lower School program as a whole.

Lower School Wellness Program Berwick Academy’s Mission Statement focuses on the importance of educating the whole child. The Lower School Wellness program is an important component to reaching that important goal! The Lower School faculty guides students’ social and emotional growth in the homeroom and unified arts classrooms and in related daily learning opportunities, such as recess play, lunch-time approach and bus

rides. In doing so, these goals guide our efforts:

I. To distinguish the Lower School as an optimal teaching and learning environment through supportive and caring faculty, student and parent interactions.

II. To base community interactions on shared and articulated values and beliefs—realizing that the social/emotional curriculum is an essential compliment to the academic curriculum.

III. To establish a kind, safe, and honest community that builds on student independence and responsibility from grade to grade.

Our Wellness Program uses the Responsive Classroom approach (developed by the Northeast Foundation for Children) as its foundational base. The Responsive Classroom is a set of classroom management and teaching strategies based upon seven principles. 1. The social curriculum is as important as the academic curriculum. 2. How children learn is as important as what children learn. 3. The greatest cognitive growth occurs through social interaction. 4. Children need to develop a set of social skills to be academically and socially successful. 5. Knowing the children we teach is as important as knowing the content we teach. 6. Knowing the parents of the children we teach is as important as knowing the children. 7. Faculty/staff must model the social and academic skills they wish to teach their children.

To support these principles, the following practices are used in

Lower School Academic Support

29

our classrooms: • MorningMeeting—gathering as a whole class eachmorning to greet one another, share news, and warm up for the day ahead.• PositiveTeacherLanguage—usingwordsandtoneasatool to promote children’s active learning, sense of community, and self-discipline.• LogicalConsequences—respondingtomisbehaviorina way that allows children to fix and learn from their mistakes while preserving their dignity.• Guided Discovery—introducing classroom materialsusing a format that encourages independence, creativity, and responsibility.• Classroom Organization—encouraging students’independence, cooperation, productivity

Our Lower School Social Thinking Program brings specific skills to the awareness of our students, as an important complement to our Responsive Classroom approach. Students in grades kindergarten through four receive weekly instruction (a thirty-minute direct instruction class per week) in the language of social communication from our academic coordinator and counselor. This faculty member also consults with our pre-kindergarten teaching team so that foundational components of the program may be taught—through age-appropriate means—in our entry-grade level. These pragmatic skills include: Eye Contact, Noise Level, Personal Space, Body Language, Tone of Voice, Feedback, Turn Taking, Staying on Topic, Positive Comments, and Clarification

Instruction involves the application of these skills to relevant school-day situations, with the ultimate program goal being age-appropriate problem solving and empathic development beyond the specific instructional setting. Activities vary by

grade and include role-playing, modeling, games, and group discussions.

Our Health Classes add to our Wellness Program. Taught by our physical education teacher once per week in an integrated manner with our physical education classes, health topics include: Disease Prevention, Nutrition, Mental, Emotional, and Social Health, Family Life, Community, Environment, and Consumer Health, Alcohol, Tobacco, Medicines, and other Drugs, Injury Prevention and Safety, Body Systems, Physical Activity, Weather-Related Precautions, and Media Awareness,Special Wellness Events throughout the year add to our social/emotional focus.

The Fourth Grade Student Ambassador Program gives the students in our oldest Lower School grade an opportunity to practice leadership skills that support our Wellness Program. On a weekly basis, five Ambassadors don blue and white Berwick sports jerseys during recess, lunchtime and special events to offer assistance to our student body and faculty/staff in those areas of our program. Every Friday, the five rotating fourth graders also present an Ambassador Report to our Lower School group during our weekly morning assembly. The reports typically include examples of various forms of kind and courteous behavior displayed by our students throughout the week and/or ways in which we, as a community, might improve our social/emotional approach throughout the school day.

30

Lower School Early-Bird & Aftercare Programs

Lower School Parent Teacher Conferences, Report Cards, and Standardized Testing

Berwick Academy Lower School Community Compact

Teachable Moments and our Community Compact round out our Wellness Program. The faculty takes seriously the many opportunities throughout the day in which they might give counsel to our students based on our Wellness objectives. Our community compact asks students to sign a statement signaling their intent to support a kind, safe and honest Lower School Community. In turn, each student’s teacher and parent also signs the Community Compact to signal their support of their child’s efforts. Each classroom then has a Community Compact binder containing each student’s signed compact.

___________________________________ (student’s name)

We, the students, parents and faculty of the Lower School are committed to making our Division an exceptional learning environment. We care about each other and about Berwick Academy. We show that we care in many different ways, especially with kind, safe and honest actions.

* Lower School boys and girls care: I understand the importance of caring for each other in the Lower School, and I will try my best to be a caring Lower School student.___________________ (student’s initials)* Lower School boys and girls are kind: I understand the importance of kindness in the Lower School, and I will try my best to be a kind Lower School student.___________________ (student’s initials)* Lower School boys and girls participate in school activities in a safe manner: I understand the importance of safety in the Lower School, and I will try my best to be a safe Lower School student.___________________ (student’s initials)* Lower School boys and girls are honest: I understand the importance of honesty in the Lower School, and I will try my best to be an honest Lower School student.___________________ (student’s initials)

We will support every child in carrying out these important behaviors in the Lower School:______________________________ ______________Parent date______________________________ ______________ Faculty date______________________________ ______________LS Director date

The Lower School offers a (free-of-charge) Early-Bird Program that runs from 7:30 to 8:00 each morning of school. Parents may drop their children off in the Lower School Library Classroom with our Lower School Librarian. Students are then escorted to the Lower School at 8:00 to begin their school day.Lower School Aftercare is available Monday through Friday from school dismissal until 5:15 p.m. at an hourly rate. Parents must fill out a reservation form in order for their children to use the program. Aftercare is available on a monthly or a daily basis and must pre-arranged via the reservation form in order to guarantee space. It is also possible to use Aftercare on a drop-in basis when space is available.

Student assessment is an important component of the Lower School yearly endeavor. Scheduled parent-teacher conferences occur twice per year (in mid-October and in early April). Further parent-teacher conferences are also scheduled on as-needed basis over the course of the year.

Report cards are written by the homeroom, literacy and unified arts teachers at the end of each trimester (late-November, mid-March and mid-June). Primarily narrative in format, the report cards (at the kindergarten through grade four levels) also include a work habits skills check-list.

The process of implementing standardized testing and reporting on student progress is an important component of our yearly Lower School endeavor. After broad administrative level review, we have decided to use tests produced by the Educational Records Bureau (ERB). We administer the ERB’s standard Comprehensive Testing Program (CTP) skills-based test to our third and fourth graders (as well as fifth through eighth graders) each January.

The fourth grade ERB-CTP consists of auditory comprehension, reading comprehension, verbal reasoning, writing concepts and skills, writing mechanics, mathematics part one, mathematics part two, and quantitative reasoning. This is essentially the same exam format that our fifth through ninth grade students will follow, ensuring an important sense of continuity from grade to grade.

At the third grade level, the ERB-CTP is still comprehensive in nature while having fewer sections than its fourth grade counterpart: auditory comprehension, reading comprehension, word analysis, writing mechanics, and mathematics.

31

32

Lower School Daily Schedules

Sample Pre-Kindergarten Weekly Schedule

33

Sample Kindergarten Weekly Schedule

34

Sample First Grade Weekly Schedule

35

Sample Second Grade Weekly Schedule

36

Sample Third Grade Weekly Schedule

37

Sample Fourth Grade Weekly Schedule

38

Lower School Faculty

JenniFer BrewerLower School Librarian

M.S. University of North CarolinaB.A. Wake Forest University

KiM FrancoeurLiteracy, Math, and Science Teacher

M.Ed. University of New EnglandM.S. George Washington UniversityB.A. Dalhousie University

Marguerite genestAcademic Support Coordinator

M.Ed. American International CollegeM.A. American International CollegeB.F.A. Elms College

shanlee ginchereauAdministrative Assistant, Special Projects Coordinator, Campus Store

B.A. Hartwick College

wendy harringtonTechnology Teacher

M.A. Lesley CollegeB.A. Tufts University

Joel hawesLower School Director and Science Teacher

C.A.G.S. Boston UniversityM.Ed. Boston UniversityB.A. University of Maine

JenniFer hedgesGrade One

M.Ed. Nazareth CollegeB.A. College of Wooster

alexandra asacKerMusic Teacher

M.M. Boston ConservatoryB.A. McGill University

liz dowdLower School Literacy

B.A. Denison University

sasha MaloneDance Teacher

B.F.A. Long Island University

sarah gaetanoPre-Kindergarten Head Teacher

B.A. University of Maine

Marilena canutoPhysical Education

M.A. University of New HampshireB.S. University of New Hampshire

Julie alexanderWorld Language, Spanish

M.S. Universidad de GranadaB.A. University of New Hampshire

JeoFF JarnotLower School Teaching Assistant

M.Ed. Lesley University B.A. Colby College

39

deanna MartinPre-Kindergarten Assistant Teacher

M.Ed. Harvard UniversityB.A. University of Virginia

Kelly MartinGrade Three

M.Ed. University of New HampshireB.A. William Smith College

Marti MulhernLiteracy Teacher

M.Ed. University of New HampshireB.A. University of New Hampshire

liz-anne PlattWorld Language and Passport to World Cultures Teacher

B.A. Vassar College

MarK suMMersGrade Four

B.A. University of Maine

deloris whiteArt Teacher

University of New HampshireB.S. Franklin Pierce College

Kelly williaMsKindergarten

B.A. University of New England

roz witherBeeGrade Four

B.A. Lake Forest College

liza witonisKindergarten Assistant Teacher

M.Ed. Lesley UniversityB.S. University of Maine

JuFen ruiWorld Language, Mandarin

M.A. Tianjin Foreign Studies UniversityB.A. Beijing Foreign Studies University

lindsey weinerGrade Two

B.S. Trinity CollegeM.Ed. Lesley University

40

Berwick Academy31 Academy Street

South Berwick, ME 03908www.berwickacademy.org

207.384.6300