There’s a powerful moment that just about every FSC student experiences. The moment when they realize they’ve done something they never thought they could do. For some, it’s long division. For others, it’s playing their first song on recorder, for others, it’s simply raising their hand to answer a question in class. Regardless of what that moment is, it brings with it a newfound self-confidence, and the desire to learn more, do more and challenge themselves again.
At FSC, when this moment occurs, it’s inevitably the culmination of the one-on-one relationship the student has developed with a teacher. Our 9-to-1 student-teacher ratio allows teachers to get to know and understand each student, and find the way to tap into his/her innate curiosity. Teachers find what captures students’ imagination and what inspires them to push themselves, to take intellectual and social risks and to achieve beyond their own expectations.
Foundations School Community’s Elementary School program supports the cognitive, social and emotional development of every student’s development. Our students know that they are important, safe, and valued members of our school community. Our curriculum encompasses a social studies core curriculum, which integrates academic subjects such as math, science, and language arts. We emphasize a hands-on approach to learning where children are encouraged and expected to ask questions, think critically and creatively, work together, and solve problems. Music, art, physical education, woodwork, dance, and cooking are also part of the weekly curriculum. Field trips are an integral part of the curriculum and occur regularly in all grades.
Our elementary classes are multi-aged, usually consisting of kindergarten and first, second and third, fourth and fifth, fifth and sixth. Class configuration can change from year to year. A non-competitive learning environment, and the inclusion of student led conferences keep the focus on learning and individual progress. Students and parents meet with teachers twice per year to review the child’s portfolio and to discuss progress and learning goals. In addition, parents receive two written write-ups per year. (Additional parent-teacher meetings may be held as necessary).
