Question 1

Social and Emotional

Accepted Answer

Social and emotional growth is at the heart of learning. Life demands of us the ability to cooperate and work together, therefore RFCS students work in partnerships, small groups, whole class groups, and do some independent work. Grouping is flexible so that each member of the class gets to directly experience working with somebody different on various projects. Children are expected to use kind, clear, and respectful language when solving problems and working collaboratively. Students learn how to use “I” statements, establish their own rules and logical consequences, and use empowering language (say what you mean and mean what you say).  In problem solving we move beyond the “I don’t like it when…” to include “And I hear that you felt or you thought…” which furthers active listening, democracy and compassion.  Students learn to recognize each other as teachers in our morning meetings and in all curricular and social areas.  Children act as stewards of their classroom, school, and community.  As classroom community members, students each have their own cleaning and organization job in order to instill a sense of pride and ownership of their classroom.

Question 2

Literacy

Accepted Answer

Literacy looks different across the different age levels at Red Fox Community School. However, the essential concepts remain the same. Essential concepts of literacy include; What does it look like to be an active reader? How do we effectively communicate in writing and speaking? What do stories reveal about humanity, community, and place? and How do we tell engaging and meaningful stories?  Students engage in weekly library sessions both at the Manchester Community Library and our own school library where students will develop independent reading skills.  Our social studies focus impacts our literacy curriculum through the use of book choice, writing, and storytelling.
 
Kindergarten
Kindergarten literacy curriculum is centered on skills required to becoming emergent readers.  Literacy occurs within the daily activities of the classroom as children build listening skills, phonemic awareness, and oral language. Picture books are featured prominently in various areas of the classroom and embody children’s interests and ongoing investigations. Using Vivian Paley’s storytelling technique students will write and perform their own stories everyday and reflect on what makes a story interesting and how to achieve this in their own work.
 
First and Second Grade
First and second grade is when children learn how to read. Through guided instruction students work with texts such as Explode-the-Code and Wordly Wise to develop competency with sight words, digraphs, blends, vowel combinations and basic phonological patterns (i.e silent e and open and closed syllables). In the classroom we expand concepts of literacy by furthering understanding of phonemic awareness, fluency, reading comprehension and written language.  Our literacy curriculum is story rich in order to foster a lifelong love of reading. Children learn to read with meaning by employing active reading strategies such as thinking aloud, making text-self connections, text-text connections, making mental images, inferring, asking questions and synthesizing information and plot sequences.  In writing we practice language conventions (i.e writing complete sentences, basic punctuation and capitalization).  Students explore different kinds of writing such as first hand narratives in their journals, informational texts about our thematic units, playwriting, poetry and storytelling. Using Handwriting Without Tears, students will develop fine motor skills as well as handwriting skills.
 
Third through Fifth Grade
Third through fifth graders expand their understanding of literacy by moving beyond the learning to read and learning to write stages as they are now ready to read to learn and write to teach and show understanding. They are able to digest more complex texts and can write about their reading. Third graders are expected to make connections, and predictions, as well as ask questions about the texts they read. Books read by 3rd through 5th graders include more complex vocabulary and characters are generally developed through their actions and thoughts, requiring the students to infer. The same connecting, predicting, questioning, and inferring skills are used in reading and writing about nonfiction texts in social studies and science. 3rd through 5th graders learn how to decipher non-fiction texts, use dictionaries and other reference materials to understand unfamiliar words and concepts, and synthesize research from different sources. They are expected to share new understandings in thoughtful written work and through presenting research orally independently and in groups and teams. This combination of written and oral work reinforces the social aspects of literacy as well as the important concept that writing and reading are meant to be forms of communication. Third graders will become expert expository paragraph writers, coming to understand persuasive, opinion, and informational writing as fourth and fifth graders are ready to write in an essay format. In 3rd grade cursive writing begins and is expected for 4th and 5th graders.

Question 3

Mathematics

Accepted Answer

Children are natural problem solvers. Though math looks different across the different ages and stages of learning – finding and trying out effective strategies, constructing conceptual frameworks, and applying mathematics to everyday situations remains true for all. In math we explore essential questions like; What does it mean to be an effective problem solver?  How can shapes be broken into similar parts?  How do numbers make patterns?  and How can we use math to solve everyday problems?  Math is integrated into our social studies curriculum.
 
Kindergarten
Kindergarteners are striving to build their understanding of the Base-10 Number System. They work on developing strategies for accurately counting. In kindergarten we study both 2 and 3 dimensional shapes and build up concepts of how shapes are composed. Through a carefully constructed block curriculum students are able to have first hand experience with measurement, fractions, stability, architecture, symmetry, and balance which will further their mathematical thinking. They practice the counting sequence both forward and backward and with keeping track of sets of objects. Kindergarteners make an effort to connect number names to number symbols and recognize patterns that help them to construct and read numbers fluently.   Children in kindergarten are encouraged to explain their thinking verbally and to represent their thinking on paper.
 
First and Second Grade
First and second graders are ready to further develop their sense of number. They investigate concepts of geometry, measurement and data, number and operations in base ten, and algebraic thinking. Topics include place value, time, money, order of operations, basic fractions, geometric shapes, and for the older children multiplication. Building on concepts of measurement and data collection students calculate distances and speed in order to further our study of time. Everyday students use math centers that ask them to be problem solvers.  Our ultimate goal is to think about math in our everyday lives and investigate strategies about how to solve problems mathematically. Students investigate open-ended questions and are expected to show their thinking mathematically through diagrams, estimation, charts, and basic computation.
 
Third through Fifth Grade
Big topics of study in 3rd through 5th grade include place value, multiplication & division, fractions & decimals, and 3D geometry, just to name a few. As they are introduced to new topics in math and are expected to reference their past math experiences as well. Third through fifth graders think about how to use math in their lives at home as well as in their other areas of study at school. Some examples of this work include: using area, perimeter, and volume to help in the construction of buildings, using division to organize and plan research topics fairly, fractions and decimals help in deciphering data in science and social studies. They are expected to approach math with an excitement for new ideas. Third through fifth graders are exposed to open ended projects and are given materials to use trial and error problem solving and come up with their own ideas and strategies for solving problems. This ability to try out strategies and reflect on them leads to the ability to be able to come up with the right questions when real world math problems arise.

Question 4

Social Studies and Science

Accepted Answer

Science and social studies are integrated into all academic areas. Our science and social studies curriculum is rooted in both the community and the physical place. Social studies topics vary from year to year but include an emphasis on ethics, social justice and environmental stewardship. Topics are taught in a manner that is reflective of child development. Integration of our natural surroundings is key to achieving these goals. As part of their science and social studies learning students have ample time outdoors in order to have direct experience with the natural sciences and become immersed in ecology. We consider human health, community health, ecological health and personal health as part of our ongoing investigation into what engaged citizenship means and looks like. Art is integrated into our social studies and science curriculum and students have opportunities each day for artistic expression.

Question 5

Art

Accepted Answer

Art is expression, communication, and investigation! Our art program cultivates an appreciation and reverence for artistic practice while helping students see themselves as artists. Students expand their skills and techniques through exposure to contemporary artists, diverse art forms, and traditional crafts, fostering lifelong curiosity and connection with art.

Students explore a rich variety of artistic mediums and techniques, from traditional crafts to contemporary practices. The program introduces students to influential artists and movements while encouraging them to develop their own artistic voice and vision. Each student maintains an individual sketchbook and is encouraged to sketch and draw daily as part of their ongoing artistic development.

Our young artists practice observing and evaluating to determine their next steps in creative processes. They create art about things that matter to them, express messages and emotions, document identities, and experiment with ideas of social change. Students learn to work with ambiguity, understanding that not knowing where to go next is part of the artistic process.
Through reflection and close examination of their work, students ask questions and evaluate their progress. They develop skills in various mediums including textiles, ceramics, printmaking, and mixed media approaches. The program balances individual expression with collaborative projects that build community connections.

As artists, students build community both within the classroom and beyond. Collaborative projects connect our young artists to the broader tradition of creative communities where people share ideas, work, and perspectives. These projects may be displayed in local venues, giving students authentic opportunities to share their work with the greater community.
Art at Red Fox integrates naturally with our school's emphasis on social justice, environmental stewardship, and engaged citizenship. Students explore how art can be a tool for communication, change, and community building while developing technical skills and personal artistic vision.
Art is essential to human expression and our students' complete education, fostering creativity, critical thinking, and meaningful connection to the world around them.

Question 6

Music

Accepted Answer

Our music program celebrates the natural excitement and curiosity that children bring to musical experiences. Students explore what stands out to them in music, what they notice, and how they react, building a foundation of musical understanding through active participation and joyful exploration.

Music learning at Red Fox begins with understanding each student's individual musical interests and enthusiasm. The program creates a safe and engaging environment where students can express themselves through song, movement, and instrumental play. Students develop musical skills through hands-on experiences with various instruments and vocal techniques.

Students engage with music through singing, instrument exploration, and rhythmic activities. They work with percussion instruments, pitched instruments, and their own voices to create musical experiences. The program incorporates call-and-response activities, body percussion, and collaborative music-making that helps students internalize musical concepts naturally.
Students learn to be leaders in musical activities, taking turns guiding group experiences and sharing their musical ideas. They explore different musical styles and traditions while developing fundamental skills in rhythm, melody, and musical expression.

Music at Red Fox connects to our broader educational philosophy through collaborative learning and community building. Students create music together, learning to listen to one another and contribute to group musical experiences. The program emphasizes the importance of creating a supportive environment where all students can participate confidently.

Musical learning integrates with other academic areas and supports our school's commitment to creative expression and engaged citizenship. Students discover how music can be a tool for communication, cultural exploration, and personal growth while developing appreciation for diverse musical traditions and styles.

Question 7

Spanish

Accepted Answer

Our Spanish program creates an engaging, playful environment where students develop language skills through interactive activities and cultural exploration. Our Spanish classes emphasize building vocabulary and conversational foundations while celebrating the joy of language learning.

Spanish learning at Red Fox is rooted in active participation and community connection. Students engage with the language through games, creative activities, and hands-on experiences that make vocabulary retention natural and enjoyable. Our curriculum adapts to student interests and builds upon previous knowledge, creating a supportive progression that honors each learner's development.

Students participate in dynamic activities through games, creative projects, movement, and interactive play. These engaging methods help reinforce essential vocabulary covering introductions, colors, numbers, animals, foods, classroom objects, and body parts.

Students are encouraged to take ownership of their learning by sharing what excites them and helping guide the curriculum direction, with periodic celebrations marking progress and creating memorable cultural connections.

Like all subjects at Red Fox, Spanish learning connects to our broader emphasis on community, ethics, and engaged citizenship. Students explore the language within meaningful contexts that reflect our school's commitment to social justice, environmental stewardship, and community health. The program encourages artistic expression and integrates naturally with other academic areas.

Regular communication with families ensures learning extends beyond the classroom, with vocabulary lists and practice suggestions provided for home reinforcement. Our Spanish program celebrates the energy and enthusiasm that students bring while fostering genuine appreciation for language and cultural diversity.

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