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Curriculum Overview

Click here for a message from the Principal about our curriculum.

Our curriculum design team is composed of seven professional educators with diverse work experience and nationalities, including four prominent university professors and teacher educators representing different subject matter expertise, an artist, a teacher/musician, and an early childhood education specialist.

We began meeting in spring 2006 and worked for more than a year on the Wellspring curriculum framework. We drew on many resources in our work including our own expertise, documents from the Primary Years Program (PYP) of the International Baccalaureate Organization (IBO) and the Lebanese Government and several innovative curricular resources. Each and every aspect of our curriculum has been given special attention by the team. We have created a unique and rigorous curriculum that meets and actually exceeds many of the requirements of the Lebanese National Curriculum and is also compatible with the PYP.

In addition to all the traditional subjects, our curriculum contains several other unique components. For example, beginning with grade 1, all children will experience the Math/Science Modeling component in which children have a weekly extended session in which they engage in posing their own questions about nature and the real world, collecting data and using the tools of mathematics and science to model those situations, analyze them, and draw conclusions. Learning goals for the curriculum include the following:

  1. All students will develop relevant and significant knowledge and performance capacities in mathematics, science, language arts, social studies, visual arts, music, and physical education
  2. Students will be able to communicate confidently and completely in Arabic and English about all the subjects they are studying.
  3. Development in both verbal and written languages fluency will be supported.
  4. Learning should be an active, inquiry-based, and sense-making process that is rooted in fundamental questions such as who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves, and how we share the planet.
  5. Connections across different subject matter should be made explicit whenever it can be meaningfully done.
  6. Conceptual understanding and skill development will be balanced and of equal importance in all subjects.
  7. Students will learn to think critically in collaboration with others and as individuals.
  8. Student’s own interests and curiosity will be valued and will be addressed in classroom activities and we will be able to show evidence that students’ questions are answered.
  9. Students will be encouraged in all subjects to be aware of and respond to their natural curiosity, to show initiative, pose questions, make predictions, and to take action based on what they learn.
  10. Students will learn to respect and engage productively with multiple and diverse perspectives.
  11. Students will be encouraged to invent or appropriately select and use a variety of representations to understand and communicate their understanding to others.
  12. Students will be aware of and actively reflect on their own progress in learning.

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