Primary School
Kindergarten
Holy Redeemer Kindergarten is a developmental program. As such, the curriculum acknowledges, affirms, and builds on the specific pace of each child’s learning. This concept is core to the school’s mission to take each child as far on the path of learning as he/she can go. The major emphasis in kindergarten is hands-on learning. Kindergarten students are exposed to a variety of experiences to aid in the development of the acquisition of early reading skills. They have opportunities to enhance the development of language through dramatic play, oral expression, and storytelling.
Pattern blocks, unit cubes, balance scales, geoboards, and other hands-on materials are used in the math program. These provide opportunities for students to develop a sense of pattern, to sort and classify, to categorize, and to think logically which all aid in the development of mathematical concepts.
Each classroom has twenty-eight students and is staffed by a teacher and a full-time teacher assistant. In addition to learning the fundamentals of reading and math, students take religion, science, and social studies. PE is taken daily in kindergarten. Computer, foreign language, library, music, and art are also part of the kindergarten curriculum.
Religious activities, such as Masses and age-appropriate service projects, help to plant the seeds of faith and community service early in the primary grades.
Grade 1
In the first grade, the child at HRCS enters a more structured, formal approach to learning. Children continue their progress from emergent readers to independent readers through whole group and small group instruction. Flexible grouping is utilized to allow for individual growth and progress. Phonemic awareness, auditory processing, phonics, and literature are combined to form the reading program. A combination of literature-based anthology and trade books is used to help children experience various genres. This allows them to build on their knowledge, use critical thinking skills, and read for meaning.
University of Chicago Everyday Mathematics is used in the primary grades. Critical thinking, problem solving, and analysis are emphasized through the use of manipulatives and direct instruction. The children explore new concepts through hands-on experiences and exploration. This program allows the children to deepen their mathematical understanding while they develop basic skills.
Authentic and individual assessment is used in all academic areas. Each skill is broken down into single objectives. This allows the teacher to chart each student’s progress and areas of strengths and weaknesses. Instruction is then reevaluated and tailored to fit the needs of each student.
Each classroom has twenty-eight students staffed by a teacher and a full-time teacher assistant. In addition to learning the fundamentals of reading and math, children take religion, music, art, and physical education. Computer, foreign language, library are also a part of this primary grade’s curriculum.
Grade 2
In the second grade classroom, the child continues with a more structured formal approach to learning. Independent reading is required. Even though children continue direct reading instruction through small, flexible grouping, assessment is individual. Trade books and the literary guild are used to help children expand beyond the traditional reader. Using quality literature, reading for meaning, critical thinking, and problem solving skills are stressed.
Journal writing is part of the curriculum. Vocabulary enrichment and spelling are incorporated into the language experience. Computer and research skills are introduced.
The students use Everyday Mathematics for their study of math. Critical thinking and the ability to analyze a problem are emphasized. Strategies are introduced as needed to aid in solving problems. Through teacher-directed instruction and games of exploration, children deepen mathematical understanding while they develop skills.
Each classroom has twenty-eight students and is staffed by a teacher and a full-time teacher assistant. In addition to learning the fundamentals of reading and math, children take religion, social studies, science, music, art, and physical education. Computer, foreign language, and library are also a part of the second grade curriculum.
As in all grade levels in the primary pod, students participate in all school Masses, liturgical celebrations, and service projects helps the second grade students feel connected to the school and world community.
Grade 3
Students entering the third grade advance into the intermediate level at HRCS. Classes at this level have 28 students staffed by a full-time teacher. Third grade instruction continues to emphasize the fundamental skills in math and reading. Increasing emphasis is placed on the study of science and social studies. Religion is core to the curriculum as well as computer, foreign language, physical education, art, music, and library.
Reading and writing skills are linked through the study of literature. A variety of independent and group activities are used to assess mastery. Students are assigned daily writing activities to support the learning process. Novels are an integral part of the program and are interspersed between reading units in the student anthology.
The math program stresses application of computational skills along with problem solving strategies. Through whole group instruction and cooperative learning, children explore mathematical concepts and apply them to everyday life skills. Students work to maintain addition and subtraction skills and work toward mastery of multiplication and division facts.
Various instructional methods are used in the third grade classroom. The students transition from small to large group instruction and are encouraged to become independent learners. Assignments are longer with multiple activities and assessments. Study skills are developed and the focus begins to shift from memorizing facts to the ability to apply knowledge learned. As the year progresses more responsibility for learning is placed on the child.
Participation in religious instruction, liturgical celebrations, and service projects contribute to the faith formation of the students in the third at HRCS. The study of the Bible is a focal point in our weekly Bible Sleuth program
Grade 4
Grade 4 is also a part of the intermediate level at HRCS. Each class consists of 28 students and one teacher. The daily schedule for students at this level is highly structured. The students begin their day with problem solving, analytical, and written language tasks.
Reading and math are taught as whole-group activities. Reading tools include a literature-based anthology and trade books. The emphasis in reading is on teaching the students strategies that will help to develop their comprehension skills including making inferences and predicting outcomes. Assessment in this subject relies heavily on the application of these skills. In math, the skills taught focus on content, computation, and application.
Grammar, vocabulary, and the writing process are key to language arts in
Grade 4. The students concentrate on the development of an organized paragraph. Extension of this skill allows for more in-depth writing assignments.
In addition, outlining skills are taught in the content areas of science and social studies in order help students identify relevant information. They are also challenged in these subjects to develop their skills in problem solving.
The students in Grade 4 also take music, art, physical education, and foreign language. Regular library and computer sessions are also scheduled. Religion classes are held daily. The children are encouraged to live their faith through the many opportunities provided to perform service and participate in liturgical celebrations with the other intermediate level classes and the entire school.
Grade 5
Grade 5 at HRCS consists of two heterogeneous groups of 28 students per class. They are departmentalized using a modified version of a block schedule.
Preparation of students for the transition into Middle School is a primary goal at the Fifth Grade level. In addition to learning the core subjects of reading, math, social studies, science, and language arts, the students are also required to take foreign language (Spanish and French 1 semester each), computer technology class, physical education, music, art, and library.
The math curriculum follows the Everyday Math Program. Concrete modeling through direct teacher instruction helps develop abstract understanding and critical thinking skills. Multiple methods and strategies for problem solving are used. This includes collaborative learning in partner and small group activities to strengthen mathematical concepts and understanding i.e. games, projects, computer assignments, and daily work. Cross curricula applications, such as An American Tour, use geometry and social studies timelines. This program teaches basic mathematics skills as well as application and critical thinking.
The Fifth Grade language arts program uses a diverse collection of resource materials as well as a literature-based anthology to enhance student learning. When reading at this level, students are developing comprehension and reading skills, which will enable them to independently acquire and use knowledge to develop critical thinking skills across the curriculum. They are exposed to a variety of different genres of age-appropriate materials and novels focusing on the recognition of story elements. Written expression at these levels includes the writing process, grammar, and mechanics. Emphasis is put on the construction and development of a complete paragraph including the topic sentence, supporting details, and concluding sentence.
In addition to the religion classes, liturgical celebrations and service projects are an important part of the religious instruction and experiences provided for students in Grade 5 at HRCS.
Grades 6-8
Grades 6, 7 and 8 comprise the Middle School. The goal of the HRCS Middle School is to prepare students to be focused, organized, and independent learners when they progress on to high school. In addition to refining the study and organizational skills taught in the intermediate grades, teachers work to develop the principles of time management and the setting of priorities within the block schedule framework as students learn to balance the commitments of academics and extracurricular activities.
By operating under block scheduling, the Middle School is able to improve the quality of time students spend in school. Core classes meet every other day for 90-minute blocks. With this schedule design, the teacher has sufficient time to provide students with a variety of activities that can address their different learning styles. It also permits more in-depth study of subject matter as well as better use of technology available at HRCS. In addition, this practice helps to create a school climate in which the teacher is better able to develop close relationships with the students. The number of students that the teacher sees daily is reduced and more time is available for planning effective lessons and providing for the individual learning needs of the students. Likewise, the students attend fewer classes each day allowing them to devote more time and energy to mastering these subjects without adding to their total study time.
The Middle School focuses on evaluation of the student’s ability to apply concepts learned rather than rote memorization. By using a variety of methodologies linked to different learning styles, teachers give all students the opportunity to learn successfully. In order to present the content of the curriculum and encourage higher-level thinking in students, the staff uses a variety of resources to supplement the text. Having a good understanding of the fundamental vocabulary in the content areas is necessary, but students are also challenged to apply those terms in situations that involve problem solving, critical thinking, and drawing inferences. The HRCS graduates should be able to demonstrate skills such as the ability to formulate questions, clarify problems, observe patterns, draw relationships, identify assumptions, and weigh judgments.
The Middle School recognizes the importance of students possessing a full range of communication skills. Writing is emphasized across the curriculum. A staff-created rubric is in place for evaluating written responses on all subject assessments. Students are encouraged to hone their oratorical skills and are provided with many formal and informal opportunities to do so in classroom presentations and debates. Each year all middle school students participate in a school oratorical contest. Technology is also integrated into all subject areas. Students work on projects in their subject area classes that require them to use the skills that they have learned in computer class such as evaluating websites when doing research and creating PowerPoint presentations. Other classes provide opportunities for use of interactive software to reinforce concepts learned in the classroom.
Students attend classes either by homeroom groupings or in a smaller homogeneous group with a lower teacher/student ratio. The Middle School students follow a block schedule with 90-minute class periods meeting on alternating days of their Week 1/Week 2 schedules. These students follow a rigorous academic schedule. Courses include math, science, social studies, English, literature, computer technology, and foreign language. In addition, students take a religion class that helps to broaden their faith base and put into practice their beliefs. Each grade level engages in a service project and the whole Middle School worships together as a community in liturgical celebrations at grade level and All School Masses. They are also exposed to the Fine Arts, including Music and Art. Physical Education rounds out their weekly schedule. Grade 7 also attends a class that helps them to prepare for the SSAT test taken for high school admission.