With an emphasis on interdisciplinary studies and project-based learning, Â鶹´«Ã½â€™s curriculum combines the rigor of an intense, accelerated curriculum with the joy of energetic inquiry.Â
In every Â鶹´«Ã½ classroom, you will see our students challenged by innovative and differentiated instruction. Our dedicated, dynamic, and academically fearless faculty design each lesson on a solid foundation of research and best practices. Â鶹´«Ã½’s curriculum has been developed specifically for our gifted learners, allowing them to achieve academic excellence and develop critical and analytical thinking skills to their own individual highest level, while building strong character and integrity.
As stated before, the curriculum at Â鶹´«Ã½ is accelerated. This is important because many of our students are doing work above grade level and are hungry for the next topic or the next challenge. But what truly differentiates Â鶹´«Ã½ is what we call learning without ceilings.
This is not just learning a larger quantity of material or moving through curriculum check-points faster. At Â鶹´«Ã½, learning without ceilings means stretching our intellects as far as they will go. It means following our passions outside the box and to whatever new and creative places they take us. It means delving into the questions “W³ó²â?†and “How do you know?†and “What if?â€
The atmosphere of intellectualism and inquiry at Â鶹´«Ã½ is palpable. It’s electric and exciting.
Each discipline is innovative and differentiated, balancing an accelerated curriculum with the emotional support needed by gifted learners.
Lower School units of study use an interdisciplinary, immersive approach and culminating events to showcase student work and learning.
The Middle School curriculum, including our Elective and Advisory programs develop not only academic skills but resilience, empathy, and agency.
Â鶹´«Ã½’s K-8 model — without the distraction of students in higher grades — allows us to directly focus and support our Lower and Middle School gifted students. The impact of guiding adults, supportive peer groups, and a caring community in these formative years cannot be over emphasized.
