1st Grade Vernal Pool Exploration

Our Curriculum

These principles anchor our curriculum here at The Grammar School:

  • We believe in graduating students who contribute to a kinder, more just, and connected world.

  • We value kindness, play, environmental stewardship, growth mindset, creativity, and community.

  • We foster the essential skills of critical thinking and problem solving, empathy, communication, collaboration, mindfulness, and sense of purpose.

  • We teach to practice and build essential skills. Our curriculum is designed to teach content alongside critical skills.

Throughout the year, the work of each grade is focused on a particular skill or series of skills. Throughout the arc of a child’s time at TGS, s/he will practice and build upon these skills as s/he moves through the grades. Themes of individual and community, empathizing and working with others, building resilience, problem solving, and making connections appear across the grades.

Teachers lead using a genuine interest in students’ opinions and personalities, encouraging dialogue, respectful debate and collaboration. It is through this that they enable students to gradually shape their own educational experience.
— Emma Cowan '07


Our Curriculum, by Grade:



The development of positive social skills is an integral part of each day. Our preschoolers learn to care for each other and for their environment, and they enjoy being a part of the larger school community.



The goal of our program is to teach five- and six-year-olds the skills to make choices, solve problems, navigate social activities, collaborate with others, explore artistic creativity, and develop literacy skills. Independence is encouraged, and there is a strong emphasis on harmony and respect within the group.


First Grade

The class works together to create an atmosphere that is a friendly and safe place to learn throughout the year.


Second Grade

During the year, children work on personal growth in resourcefulness and self-motivation. Students gain confidence in problem solving in all areas.


Third Grade

Third graders continue to develop communication skills that contribute to a learning environment based on respectful interactions that value the individual and encourage constructive collaboration.

Navajo Weaving 3.jpg

Fourth Grade

Students are expected to reflect on their learning and set attainable goals for themselves. Additionally, fourth graders can be called upon to collaborate and respect diversity in others.


Fifth Grade

Students are asked to become increasingly responsible for their learning and are encouraged to develop and explore new areas of skill and interest. An interdisciplinary and thematic approach to studies rooted in the natural world encourages students to discover how areas of learning interrelate.


Sixth Grade

Sixth grade is the beginning of middle school and marks the threshold where students are recognized as responsible, ethical, and independent learners. The curriculum for sixth grade reinforces, strengthens, and broadens basic skills while developing more sophisticated capacities in creative thinking and problem solving.


Seventh Grade

The theme of the seventh grade social curriculum is the concept of anticipation, including the practices of preparation, organization, and conscious interactions with fellow citizens.


Eighth Grade

Eighth graders are encouraged to make interdisciplinary connections and to recognize that nothing exists in isolation. Students in the eighth grade develop an individual sense of responsibility, and they contribute positively to the overall atmosphere of the school.


Spanish Language

We believe learning a second language can increase creativity and flexibility in thinking; studies show language learning also benefits executive functioning skills. Language learning increases openness to other cultures and can contribute to students’ eventual participation in a global society.

IMG_3208 2.jpg

Visual Art

Most importantly, art is considered a language we use to express all aspects of the human experience. It is essential to create an atmosphere where each artist is appreciated for individual contributions and where it is comfortable to share, explore, and engage in playmaking.


Music and Performing Arts

The overarching goals of the program, with developmentally appropriate scaffolding, are to develop an appreciation for music, to sing on-pitch and hold a part, to feel and move to a beat, to learn to read music and play instrumental music in a group, to mastering age-appropriate dance steps and patterns and dance cooperatively, to develop music composition skills, and to take direction and be comfortable performing on stage.