LOWER SCHOOL :: PROGRAM OF STUDIES 2009 • 2010
TABLE OF CONTENTS
Division Objectives....................................this page
Preschool Program of Studies...............................1
Alapocas Threes Program...............................3
Pre-Kindergarten-Fifth Grade Logistics ………....……3
Pre-K through 5th Curriculum: Overview…….....….…4
Language Arts.........……………………….............…4
Mathematics......………………………………....…..…6
Science.……………………………………………..…8
Social Science………………………………......…....9
Spanish...........................................……......…10
Computer Technology...................................…11
Performing Arts.................................................14
Physical Education.............................................15
Visual Arts........................................................16
Library Media Center…....................................…17
Human Dynamics and Development……………...…18
Wilmington Friends lower School
Division Objectives
A child’s intellectual, emotional, physical, social, and
spiritual development are important in all aspects of
the lower school program, with the development of the
child’s self-confidence as a central theme. In nurturing
diverse talents and strengths, we strive to help children
to feel secure and confident in their work and play, in
peer and adult relationships, and to develop respect
for themselves and members of the community. Our
program is purposefully designed to provide sufficient
scope, encouragement, and flexibility to meet the indi-
vidual needs and talents of all lower school students,
maintaining high standards for intellectual endeavor and
personal responsibility.
Intellectual and Academic Growth
A lower school child...
• is curious and eager to learn about the world in
which we live.
• participates actively in the learning process.
• considers and questions different opinions.
• finds answers and solves problems by making obser-
vations, collecting data, hypothesizing, testing and
drawing conclusions.
• demonstrates knowledge and application of aca-
demic skills.
• demonstrates critical thinking through spoken and
written work.
• expresses ideas creatively through various means.
• initiates the exploration of ideas independently.
• expresses his/her own opinion and is able to support
it with relevant information.
• is comfortable in many roles: scientist, author, math-
ematician, poet, historian, leader, follower, collab-
orative committee member.
• initiates and accepts opportunities to stretch intel-
lectually.

Development of a Child’s Relationships with Others
A lower school child...
• recognizes that there is unique and infinite worth to
each person.
• recognizes, respects, and supports diversity among
people—races, cultures, family traditions, lifestyles,
opinions, religions, languages, abilities, appearance.
• treats others with respect and dignity.
• demonstrates responsibility to others and to the
community.
• develops positive relationships with peers and
adults.
• works to solve conflicts in non-violent ways.
Development of a Child’s Self-Concept
A lower school child...
• recognizes his/her own unique and infinite worth.
• freely expresses feelings in constructive ways.
• strives for personal excellence.
• demonstrates an awareness and appreciation of his/
her strengths and weaknesses.
• demonstrates increasing independence and self-
reliance.
• demonstrates a sense of right and wrong.
• understands the value of making mistakes and
taking risks.
• asks for help when needed.
• seeks a physically active and healthy life style.
1
WILMINGTON FRIENDS PRESCHOOL
PROGRAM OF STUDIES
Overview
Wilmington Friends School was founded by Quakers in
the City of Wilmington in 1748, to serve “the children of
the neighborhood,” whatever their race, gender, or reli-
gion and regardless of their families’ financial resources.
The Wilmington Friends Preschool, founded in 2004, is
a contemporary expression of that historic commitment
and of the continuing mission and identity of Wilmington
Friends as a private school with a public purpose. The
preschool is located at First and Central Presbyterian
Church, Rodney Square, in downtown Wilmington.
As part of the Wilmington Friends lower school, the pre-
school program supports the development of the whole
child, engaging children in experiences which stimulate
intellectual, emotional, and social development with the
hope that they will continue as students in pre-kinder-
garten and beyond, at the school’s Alapocas campus.
The program is guided, in the Quaker tradition by values
of respect for each individual, responsibility as members
of a community, commitment to personal best, and the
peaceful resolution of conflict.
The preschool program reflects best practices based on
current research in early childhood education. Implemen-
tation of developmentally appropriate practice provides a
framework in which to promote young children’s optimal
learning and development. Teachers seek opportunities
for authentic experiences that allow young children to
see, negotiate, and participate in the real world, lead-
ing to meaningful cognitive connections. The preschool
teachers recognize the importance of play, which allows
children to experience social interactions, develop lan-
guage, and tap into their creative thinking. As stated
in the most recent Position Statement on Developmen-
tally Appropriate Practice (3rd edition, 2009) by the
National Association for the Education of Young Chil-
dren (NAEYC), “Play is an important vehicle for develop-
ing self-regulation as well as for promoting language,
cognition, and social competence.” In recognition of
this and other guidelines developed by NAEYC, as well
as the Delaware Early Learning Foundations for School
Success, the preschool uses play to incorporate skills
such as self help, decision making, problem solving, and
observation of cause and effect.
The preschool serves children, who generally start the
school year at age two or three, in two classes of four-
teen students. The First and Central facility provides
an auditorium-size room for indoor play, an on-site play
yard, and additional classrooms for music and other
activities. The downtown location offers nearby open
space to explore nature, use of books and special pro-
grams at the Wilmington Institute Library, walking trips
to the post office, banks, restaurants and other cultural
resources, and educational programs. Some special
activities include dance classes at the Baby Grand (part
of the Grand Opera House), programs at the Delaware
History Museum, and children’s performances at the
DuPont Theatre.
Preschool Logistical Overview
The School Day
Preschool begins at 8:30 a.m., with dismissal at 3:00
p.m. Early morning care is available at no extra charge,
beginning at 7:30 a.m., with breakfast provided.
Extended day care is also included as part of the pro-
gram, Monday through Friday, 3:00 p.m. to 6:00 p.m.
Child care, by pre-registration and for an added fee, is
available during designated weeks of winter and spring
vacations, the weeks immediately before and after the
school year, and on designated noon dismissal days
(such as professional development afternoons for teach-
ers and the last day of school).
Expression of Quakerism
Preschool students participate in weekly or daily Quaker
Meeting for Worship, when children and teachers
gather and sit in silence for a very brief period of time.
Although it is a form of religious worship, Meeting in a
school setting is not intended as an assertion of religious
ideology, but rather serves as a time of quiet reflection,
with the experience largely defined by each individual. A
conflict resolution program and service learning projects
further reflect the school’s Quaker philosophy, and help
support classroom work to encourage each student’s
sense of belonging and responsibility to their communi-
ties.
Two Teachers in Each Classroom
In each preschool classroom there are two teachers
(a lead and an associate), adhering to state guidelines
for early childhood ratios. In addition, one assistant is
shared between the two classrooms during the morning
hours, providing additional support and greater flexibility
for small group work and to ensure individual attention
for each child.
Connection with the Lower School Campus
Although many resources for the downtown preschool
program are within walking distance, the program
also strives to maintain a positive connection with the
Friends lower school program on the Alapocas campus.
Monthly trips are planned to Alapocas, allowing the
children to visit a variety of classrooms, to build con-
nections, and to establish a positive sense of security at
“the big school.”
Progress Reports and Conferences
Preschool parent-teacher conferences are scheduled
three times a year: in September, November, and
March. Written reports are provided to parents in
November, March, and June. Communication between
teachers and parents is always encouraged through per-
sonal meetings at drop off or pick up times, by email or
phone. Parents are always welcome to visit, and often
stop by for lunch with their child, since many parents
work nearby in downtown Wilmington.
Preschool Curriculum
Preschool Language Arts
Preschool children are rapidly acquiring language,
experimenting with verbal sounds, and beginning to
use language to solve problems and to learn concepts.
The preschool program seeks to make the most of the
opportunity presented by this developmental stage.
Preschool students are immersed in literacy experiences
in and outside of the classrooms, through formal instruc-
tion and woven through daily interactions, developing
skills for both expressive and receptive language. A key
focus in the classroom is daily exposure to children’s
literature, reciting poems and rhymes, singing songs,
and finger plays. Objectives for receptive language
development include the skills to follow one-step direc-
tions and to engage in auditory and visual discrimination
when recalling stories and songs. Reading readiness
activities include recognition of upper case letters and
their sounds, and telling stories by acting them out and
through drawing and dictation in journals. Children work
with various manipulatives to develop fine motor skills;
they utilize drawing and writing materials, learn to cut
with scissors, and move on to practice writing their
names. Children are encouraged and actively supported
in the use of language skills to articulate their wants,
needs, and thoughts throughout the day, in their com-
munications with both teachers and classmates.
Preschool Mathematics
Preschool students explore mathematical concepts each
day. They are exposed to numbers, counting, shapes,
and colors through activities related to calendar work
and thematic studies. Counting, sorting, and patterning
are incorporated into daily transitions, small group activi-
ties, and large motor activities. Additional mathematical
activities include comparing objects by size, shape, and
color. Math in literature is also a key element in exposing
children to new concepts and language to help to sup-
port mathematical understanding.
Preschool Social Science
Appropriate to the age of our preschool students, social
science topics are examined through their personal
experience and the experiences of people around them.
Children are encouraged to share their family traditions
and celebrations with classmates, and our downtown
location provides additional opportunities to develop on
an appreciation of different cultures and celebrations.
Students are active members of their preschool commu-
nity, taking on “jobs” that demonstrate a shared respon-
sibility for classroom management, and they engage in
service learning that contributes to the broader commu-
nity as well.
2

Preschool Science
Preschool students are engaged in hands-on science
experiences throughout the year. Buying apples and
pumpkins at the Farmers’ Market in Rodney Square
and examining them with all five senses provides pre-
schoolers with an opportunity to compare, contrast,
and make lists or graphs of the properties of materi-
als. Other themes included throughout the year involve
spiders, farm animals, the life cycle of a butterfly, and
chick hatching. These activities encourage children
to observe, predict, estimate, count, measure, record,
discuss, and develop an appreciation for living things. A
walking trip to the Brandywine Zoo, as the school year
winds down in May, is an enjoyable culmination of our
science adventures. Involving children in these hands-
on activities also encourages language development and
provides opportunities to share personal experiences.
Preschool Performing Arts
Children at the downtown preschool have many oppor-
tunities to sing, move, or listen to music in a variety of
settings. They participate in a 30-minute structured
music class every other week with a teacher from the
Music School of Delaware, in support of daily exposure
to music in the classroom. Students explore tone and
rhythm, and elements of sound, silences, space, and
time in children’s songs, traditional folk songs, seasonal
music and with instruments. Preschoolers attend noon-
time concerts sponsored by First and Central Presbyte-
rian Church, providing them with an opportunity to hear
a variety of musical instruments and songs of many dif-
ferent styles. Children also participate in dance classes
at the Baby Grand, learning steps and vocabulary from
ballet and jazz as they follow rhythms and interpret
tempo through movement.
ALAPOCAS THREES PROGRAM
In addition to the Preschool, Wilmington Friends offers
a half-day program for three-year-olds on the lower
school campus in Alapocas. The guiding philosophy and
educational objectives are consistent with those of the
Preschool and Early Years (prekindergarten, kindergar-
ten/prefirst) program. The Alapocas Threes program is
offered to families best served by a half-day schedule.
3
PRE-KINDERGARTEN THROUGH FIFTH GRADE
LOGISTICAL OVERVIEW
The School Day
Lower school begins at 8:15 each morning, with dis-
missal beginning at 2:50 p.m.; early drop-off is avail-
able, at no extra charge, beginning at 7:15 a.m. Families
may enroll in the After-School Program, with a choice
of 4:45 or 6:00 p.m. pick-up, either by contract (for
the same days each week) or as needed on a drop-in
basis. All-day child care is also available during school
vacations, except on federal holidays. Lower School
Summer Camp operates for 10 weeks each summer,
serving children age three through fifth grade.
Two Teachers in Every Classroom
From pre-kindergarten through fourth grade, every
homebase classroom has two teachers (a lead and an
associate, who works either a full or half day depend-
ing on the grade level), allowing for greater flexibility in
small group work as well as for simultaneous individual
and group instruction. In fifth grade, there is one associ-
ate who supports the three lead teachers.
Pre-First and Vertical
A pre-first grade program is offered for students who
would benefit, for a variety of reasons, from an addi-
tional year of education before moving on to first grade.
There is a “vertical” classroom, combining students
from third and fourth grades, allowing students to work
with one lead teacher for two years and to work with
both older and then younger children in a close class-
room community. Again, there are a variety of reasons
that a child may be well served by a vertical classroom;
it is not an ability-based grouping.
Core Subjects, Grades PK-4
Through fourth grade, “core” subjects—language arts,
math, science, and social science—are centered, but not
isolated, in the homebase classroom. The lower school
curriculum is integrated around themes, and teachers
work in teams to coordinate projects across disciplines.
For example, a first grader studying ants as part of an
insect unit in the homebase classroom might also make
a papier maché ant in art class and do Internet research
on ants, learning to paste a photo from a web page, in
the computer lab.
Fifth Grade
Fifth graders rotate classrooms and teachers for social
science, science, and writing (although the curriculum
remains integrated across disciplines), giving students in
this last year of lower school additional responsibility for
managing a departmentalized program and for working
with a greater variety of teachers. Reading and math
classes are taught by the homebase teacher. Letter
grades to assess student work are also introduced in
fifth grade.
In the fifth grade year, students take a two-day class
trip to the Chesapeake Bay, which combines studies in
science, mathematics, social science, and language arts,
with community building for the class and an experience
away from home and campus.
As a culmination of their lower school studies, fifth
graders also participate in the “Presentation of Learning”
(POL), coordinated through the Library Media Center,
in which students do extended research on a topic and
make oral presentations to classmates, teachers, and
parents. Through the POL, fifth graders demonstrate
that they have developed the level of analytical thinking,
as well as the research and presentation skills, expected
of our lower school “graduates.”
“Specials”
Classes beyond the core subjects are known at lower
school as “specials.” Pre-k and K/pre-first students
have four 20-minute classes per week in physical educa-
tion; grades 1-3 have three 30-minute P.E. classes each
week; and grades 4 and 5 have three 45-minute classes
each week. Beginning in pre-k, every student also has
classes each week in Spanish, art, and music. Library
Media Center classes meet in coordination with home-
base classroom activities. Beginning in kindergarten,
students also have science lab and computer lab.
Expressions of Quakerism
All lower school students participate in weekly Quaker
Meeting for Worship, in which students and teachers
gather and sit in silence. Anyone who feels moved to
do so may stand and speak briefly. Young students
who speak in Meeting tend to relate feelings about
personal experiences, such as, “I’m happy because we
got a new pet.” Although it is a form of religious wor-
ship, Meeting in the school setting is not intended as
an assertion of religious ideology, but rather serves as
a time of quiet reflection, with the experience largely
defined by each individual (and informed by each per-
son’s own religious tradition and identity). A conflict
resolution program and service projects further reflect
the school’s Quaker philosophy, and help support
classroom work to encourage each student’s sense of
belonging and responsibility to their communities.
Optional Activities
Fourth and fifth graders may choose to participate (no
audition required) in Kids Choir and/or band, which
rehearse both during the school day and one day each
week after school. Other after-school activities are also
available, through the After-School Program or indepen-
dently.
Progress Reports and Conferences
For pre-kindergarten and kindergarten/pre-first students,
parent-teacher conferences, with a review of brief writ-
ten reports, are scheduled three times each year. An
extensive written report is sent home at the end of the
pre-k and K/P1 years. For grades 1-5, conferences are
scheduled, again with brief written reports, twice each
year. Lengthy narrative reports are sent home at the
end of the year. Only fifth graders receive letter grades.
Parent-teacher communication is always encouraged via
phone or email.
PRE-KINDERGARTEN THROUGH
FIFTH GRADE CURRICULUM
The planned program of studies for each subject area
and for each grade at lower school is summarized
below. The curriculum is defined with established
objectives for student progress at each level, and with
respect to proven teaching methods as well as an open-
ness to innovations in materials and methods based
on sound research and trials. Although the program
remains quite stable in learning objectives and philo-
sophical foundation, curriculum is, by nature, evolving
(and improving) from year to year, and even within the
school year, there may be minor revisions to the pro-
gram described, as teachers respond to the dynamics of
individual classes and to events in and beyond school.
LANGUAGE ARTS: OVERVIEW
Lower school students progress from learning to read
to reading to learn, with building skills in receptive and
expressive language, from the mechanics of gram-
mar and handwriting to the conceptual understanding
that allows for inference, prediction, and abstraction.
Throughout the program, students are immersed in a
literature- and language-rich environment, exploring
different genres, and learning to appreciate a variety of
cultures and traditions through reading and research.
Challenging students to meet high standards, while
developing an enthusiasm for learning and lifelong love
of reading, is a key objective of the program.
Related to that objective is the development of “student
voice,” a unifying theme of the lower school curriculum.
We seek to provide students with a variety of skills and
opportunities for self-expression that will allow for their
fullest possible participation in the learning process and
in the school and broader communities. In the language
arts program, students are supported in expressing their
ideas, feelings, and observations openly, effectively, and
appropriately. Again, expectations rise steadily through-
out the program, with high standards in such skill areas
as handwriting, spelling, grammar, and vocabulary, but
with a continuing emphasis on encouraging students to
feel confident in expressing themselves and presenting
their work.
As part of the presentation of student work, many lower
school teachers are coordinating across grade levels to
develop student writing portfolios. Each year, selected
“final” work for each student will be placed in his or her
portfolio, so that students build a record of their writ-
4
 ten work from first through fifth grade. We acquire core
materials that support the philosophy and objectives of
our program, but the curriculum and classroom tools
are not limited to such materials. In language arts, core
materials include Handwriting Without Tears and Open
Court basal readers.
Pre-Kindergarten Language Arts
Through immersion in a literature and language-rich envi-
ronment, pre-kindergarten students begin their journey
to literacy. Our focus is on developing reading and
writing readiness through multi-sensory experiences and
direct and explicit phonics instruction, with an emphasis
on auditory and visual discrimination, listening skills, and
spoken language development through thematic learn-
ing. Sample objectives for pre-k students in receptive
language include learning to recognize rhyming patterns,
following multi-step directions, and engaging in audi-
tory discrimination with phoneme units. In expressive
language, objectives include students’ expressing feel-
ings in an appropriate manner and recalling and restating
facts and sequence from stories read aloud. Students
also begin to create and share their own stories through
storytelling, illustration, and journaling. Toward goals
specific to reading readiness, students learn to identify
letter sounds and to discriminate letters and words; they
are introduced to beginning consonant sounds, and learn
to recognize upper and lower case letters. They experi-
ence the functionality of written words in a variety of
contexts, and are asked to demonstrate left to right
directionality. Fine motor activities are also emphasized
as children learn to write their upper case letters, refine
their pencil grip and explore small manipulatives.
Kindergarten/Pre-First Language Arts
In k/pre-first, students work on the specific reading
and writing skills they need to become literate learn-
ers. Through a variety of approaches, students further
develop their phonological awareness; they learn the
sound-symbol relationship and increase their inventory
of sight words. In reading readiness, specific skills
include blending syllables and two of three sounds orally
into words. Students identify and separate words into
beginning, medial, and ending sounds. Read-alouds
from a broad selection of genres and authors heighten
students’ pleasure in books and provide enhanced
vocabulary as well as exposure to literature and informa-
tion. K/pre-first students develop their ability to listen for
content and to predict possible story outcomes. Stu-
dents become more involved in the process of writing
and develop a conceptual understanding of print as “talk
written down.” Expressive language is emphasized, as
students convey feelings, ideas, fantasies, and observa-
tions verbally and in drawing and writing. There is an
increasing emphasis throughout the year on expressing
ideas with text, which includes phonetic spellings and
learned words. Handwriting strokes and conventions
are taught concurrently throughout the year.
5
First Grade Language Arts
First grade students build on their decoding ability,
developing fluency and adding sight words to their
phonics skills. Comprehension of written text devel-
ops through direct reading strategies of story elements,
surveying, predicting, and setting a purpose for reading.
Students are exposed to various genres, both through
reading and in directed writing assignments. They
also undertake their first research study, using library
resources and preparing a final project. First grade is a
year of tremendous progress in work on punctuation,
grammar, and editing skills, as well as phonetic spelling
and handwriting. Specific objectives include decoding
using sound-syllable relationships (initial, medial, and
ending consonant sounds, digraphs and blends, and
long and short vowels); an understanding of word pat-
terns and families; and a beginning structural analysis of
words (such as compound words and contractions). The
basics of process writing are also strengthened.
Second Grade Language Arts
Second grade students develop reading comprehension
skills through a variety of experiences, including read-
ing independently, in pairs, and in larger groups. They
increase their vocabulary through the study of theme-
related words; and they develop their ability to analyze
the structure of words, sentences, and stories, including
an awareness of parts of speech and how to express
ideas in a thoughtfully organized way. They advance
comprehension skills to make more sophisticated infer-
ences and predictions, to draw conclusions, and to dif-
ferentiate between fiction and non-fiction and between
fact and opinion. There is a greater emphasis beginning
in second grade on following written (as well as oral)
directions, and on moving beyond phonetic spelling, as
students proofread their work using tools such as dic-
tionaries and editing checklists. The basics of process
writing are developed further, including writing for a
variety of audiences.
Third Grade Language Arts
Third graders learn to comprehend both literal and
implied meanings, and skills of decoding and defining
unfamiliar words, with the dictionary as an everyday
tool. They learn to analyze plot, character, theme,
and setting from works in a variety of genres, with an
emphasis on connecting what they read to what they
are learning and “real world” experiences. In their writ-
ten work, third graders advance in organizing ideas, in
clarity of expression, and in the process of editing and
revising. They are introduced to parts of speech and
paragraphing. Third grade students write for different
purposes and audiences—to inform, persuade, entertain,
and reflect. They also learn to write upper and lower
case cursive letters with connections.

Fourth Grade Language Arts
Fourth grade students read from a number of genres,
including a variety of fiction and non-fiction texts.
They read both assigned materials and books that they
choose, and are expected to report on their reading,
both in writing and orally. Fourth graders use context
clues more in their reading, with greater attention to
cause and effect in a story. Within the variety of mate-
rial, inferential comprehension becomes increasingly
important.
In developing their writing skills, students are expected,
as they progress through fourth grade, to use correct
punctuation and sentence structure, to demonstrate an
increasing understanding of formal grammar as it applies
to effective writing skills, and to develop ideas effec-
tively into paragraphs. Fourth graders also grow more
independent in the process of editing and revising, and
continue to work on the mechanics of cursive writing
skills. Students take on greater leadership roles in read-
ing and writing groups.
Fifth Grade Language Arts
Fifth grade students are expected to communicate
clearly, in writing and orally, and to demonstrate their
ability to draw inferences from both concrete and
abstract materials.
Fifth graders show growing maturity in their writing,
adding depth and breadth to its substance while still
applying correct sentence structure and demonstrat-
ing an increased understanding of formal grammar as it
applies to effective writing. Students use their writing
skills to inform, to persuade, and to express personal
ideas. There is a continuing emphasis on peer review
and active participation in classroom discussions, and
particular emphasis on using newly acquired vocabulary
in a variety of contexts and across academic disciplines.
Fifth grade is a culminating step in the transition from
learning to read to reading to learn. Specific reading
skill objectives include summarizing material, using spe-
cific details to support comprehension answers (written
and oral), and identifying and discussing literary terms.
MATHEMATICS: OVERVIEW
The lower school math program is grounded in the stan-
dards and principles of the National Council of Teachers
of Mathematics (NCTM) and draws from national and
international research, including the work of the National
Science Foundation and the Third International Math-
ematics and Science Study (TIMSS). We seek to apply
the proven best practices of mathematics teachings,
with a planned structure of scope and sequence and
consistency of method, to deepen and reinforce stu-
dents’ understanding of mathematical concepts, as they
expand and secure their mastery of math facts.
Students learn through a deliberate and balanced blend
of hands-on inquiry, mathematical and meta-cognitive
analysis, and exercises to develop and reinforce com-
putational skills. There is a purposeful connection of
mathematical studies to “real-world” situations and to
other disciplines. Our goal is to help students achieve
21st century math literacy, with the full range of quali-
ties necessary for them to succeed as mathematical
thinkers.
As with language arts, the math program employs core
materials that support the philosophy and objectives
of our program, with such materials representing one
of the strategies and tools used in our classrooms. In
math, core materials include the most recent edition,
which includes renewed emphasis on computation, of
Everyday Math in grades 1-5.
Pre-Kindergarten Mathematics
Students in pre-k experience math through a variety
of hands-on, everyday activities, like “calendar math.”
They are exposed to math terminology and incorporate
it into their own vocabulary. Students gain a founda-
tion for number sense and mathematical operations by
counting, reading numerals, and developing an under-
standing of the value of numbers (e.g. by matching a
number to a set). Pre-k students work extensively with
patterns, space, shape, and measurement as founda-
tions of algebra and geometry. Our youngest mathema-
ticians also learn to classify objects, to record patterns
in data, to make graphs, and to estimate and hypoth-
esize.
Kindergarten/Pre-First Mathematics
Kindergarten/pre-first students continue to build on their
foundation of mathematical knowledge by working with
physical objects: sorting and classifying attributes, iden-
tifying and extending patterns, and exploring shapes.
Hands-on activities that include estimating, counting,
and comparing support their development of number
sense. Number relationships are further investigated
when students collect and record data in picture and bar
graphs and the use of tally marks. The students explore
numerical operations by using manipulative materials
including coins, and by solving problems that relate to
real-life experiences. Engaging in discussions about
calendar math provides an opportunity for students to
understand the passage of time by focusing on the cycle
of days, months, and seasons. The students participate
6
 in meaningful games and activities that are integrated
with other areas of the curriculum to build on their
understanding of nonstandard units of measurement—
including measures of time, temperature, length, and
width.
First Grade Mathematics
As first graders begin to incorporate larger numbers into
their activities, their work reinforces quick recall of addi-
tion and subtraction facts and an understanding of place
value. By the end of first grade, students are expected
to count by 2s, 5s, and 10s (recognizing patterns), and
to begin to add and subtract two-digit numbers. Stu-
dents also learn to use predictions, estimations, and
validations in problem solving, and their data and graph
work becomes more complex. First graders continue to
focus on comparing, classifying, and patterning, working
with manipulatives, shapes (including pyramid, rect-
angular prism, sphere, and cone) and measures. They
develop skills in telling time and working with currency,
“real world” applications of their work on fractions and
the concept of a whole divided into parts.
Second Grade Mathematics
The second grade math program continues to strengthen
mastery of addition and subtraction facts, as students
work more with adding and subtracting two-digit num-
bers, using a variety of strategies including algorithms,
and further develop their understanding of place value
and number patterning including counting by 2s, 3s, 4s,
5s, 10s, and 100s. Students begin to work with multi-
plication for 0-5; and they begin to write fractions and
relate them to partial sets and divided figures. Second
graders also apply addition and subtraction to situational
problem solving, and continue to practice estimation
and validation of answers. Measuring and shapes are
emphasized in second grade. Students measure length,
area, perimeter, volume, capacity, weight, and tempera-
ture. They use rulers to draw figures, and learn to rec-
ognize the sides and corners of polygons, to find lines of
symmetry and draw symmetrical figures, and to relate
plane figures to space figures.
Third Grade Mathematics
Third graders work to gain quick recall of multiplica-
tion facts and to apply them to division. Students
explore different algorithms for multiplying multiple-digit
numbers. They work more extensively with fractions,
learning to compare and use symbols such as “<” and
“>”. They also add and subtract three-digit numbers
with regrouping, and apply different strategies to solving
two-step word problems. Students develop their ability
to explain their thought processes for problem solving.
Geometry becomes more sophisticated as vocabulary
broadens to include types of angles, polygons, and parts
of a circle. Third graders are also introduced to parallel,
intersecting, and perpendicular lines and congruent fig-
ures, and learn to plot coordinates on a grid. They also
continue to explore probability.
7
Fourth Grade Mathematics
Fourth grade students apply skills in multiplication (two
and three digit number) and division, as well as addition
and subtraction, in problem solving. They also begin to
develop their ability to solve multi-step problems and
to explain their mathematical reasoning in solving such
problems using numbers, pictures, and words. Stu-
dents’ understanding of mathematical concepts expands
as fractions are related to decimals; measurements are
converted to smaller and larger units; and angles are
measured (using a protractor) and recognized as parts
of a circle. Students learn about improper fractions
and equate them with mixed numerals, and they learn
to work with uncommon denominators. Fourth grad-
ers learn to read, interpret and create bar graphs, tally
charts and tables, and to draw conclusions about the
data represented.
Fifth Grade Mathematics
In fifth grade, students explore relationships between
numbers using terms such as multiples, factors, prime,
and square. The students continue to develop their fact
fluency and understanding of the relationship between
multiplication and division through the use of number
stories and group activities.
Fifth graders also study various ways to represent
values less than one: decimals, fractions, and percents.
Through different problem-solving applications using
models such as clock faces and grids, they develop
strategies to find solutions in all three categories,
enabling them to move more freely from one form of
notation to another and to better select the method
most relevant to a given situation.
Students also develop a variety of computational and
estimation strategies for multiplication and division,
such as using reasoning based on multiples, approxi-
mating and adjusting, or breaking large problems down
into smaller, simpler ones. They also use estimation to
check the reasonableness of their answers.
In measurement, students focus on length, area, and
volume. They use both standard and metric units as
they estimate with familiar, non-standard references and
then take actual measurements with rulers, balances,
and other tools.
For data investigation, students organize, display,
analyze, and interpret data. They create line plots, bar
graphs, and stem-and-leaf plots, and recognize and
interpret patterns shown in these displays. They also
compute the mode, median, mean, and range of a data
set and use these statistics to describe the data and
make predictions.
Throughout the year, students explore problems in-
depth, inventing their own strategies, using a variety
of concrete materials, and often searching for multiple
solutions. They work individually as well as in a variety
of groupings as they express their thinking verbally, in
writing, and through visual representation.
SCIENCE: OVERVIEW
In pre-k, science activities are centered in the home-
base classroom. In kindergarten through fourth grade,
students study science in the homebase classroom and
in weekly science lab, supplemented by outdoor nature
studies, special projects, and field trips. The fifth grade
science course combines direct instruction, lab and
project work, experimentation, group and cooperative
learning, and field trips. Throughout the program, there
is an emphasis on supporting children’s natural curios-
ity and joy in discovery through hands-on investigation,
connection of classroom activities to “real world” situa-
tions (including the use of household objects, as well as
lab equipment, in projects), and mastery of investigative
skills in the context of the scientific method. Develop-
ing an understanding of the human body and healthy
lifestyle choices, as part of the school’s overall Human
Dynamics and Development curriculum, is also empha-
sized.
Pre-Kindergarten Science
Pre-k science focuses on hands-on, discovery-based
experiences related to classroom themes such as apples,
spiders, farm animals, vegetables, life cycles, and sea-
sons. These activities, as well as field trips that support
the lessons, provide students with the opportunity to
develop an appreciation for living things and to discuss
their observations about the world in which we live.
Students learn to recognize similarities and differences,
often recording characteristics like size, color, shape,
and weight. Through guided instruction, they are intro-
duced to the scientific method.
Kindergarten/Pre-First Science
Kindergarten/pre-first science includes units of study
from the life sciences and the physical sciences, as
well as specific instruction about the scientific method.
Through spontaneous play, guided instruction, and
hands-on investigation, students are encouraged to
build on the body of knowledge that they have acquired
through their own experiences and to further develop
their sense of wonder and curiosity about the world
around them. Discovery-based activities encourage
students to develop problem-solving skills by formulat-
ing questions and by collaborating in their search for
the answers. Recent topics have included living things,
wood, water and solids, magnetic force, and habitats.
Homebase teachers work with the science specialist to
integrate topics studied in the science lab. The science
teacher also works to support the homebase teachers by
helping to “find the science” in classroom themes.
First Grade Science
The first grade science curriculum includes units from
both life and physical sciences. Students begin the year
working on the process skills of making observations
and predictions, skills honed through discoveries with
magnets, liquids, and color. The plant unit includes
explorations both in the lab and in the homebase class-
room. Students identify what a plant needs to grow
and observe the life cycle of a “fast plant” from seed to
seed. In the insect unit, students explore “what makes
a bug,” and study the growth of milkweed bugs from
egg to adult, journaling their observations.
Second Grade Science
Second grade science begins with a study of soil.
During this unit, students examine and test the proper-
ties of three soil components: clay, humus, and sand.
Students are challenged to test various soil samples
for the three components. They also study how water
affects different kinds of soil. Through long-term experi-
ments, students explore roots and plants grow in vari-
ous soils and “make” soil through composting. Second
graders also investigate balance and motion. Students
are challenged to balance different shapes and pencils
on their points by finding a stable position. They are
then given an opportunity to investigate objects that
have a rotational motion and investigate variables that
affect the motion of a system. Using what they have
learned about balance and motion, the class creates a
marble roller coaster that allows a marble to run non-
stop. The bird unit focuses on the question, “What
makes a bird?” Students observe the similarities and
differences of feathers, including the down and flight
feathers, as well as the waterproofing some birds have.
Beaks are another focus of the unit. Using household
items, students model beaks to identify the habitat
and eating habits of each bird. Students observe bird
characteristics and behaviors first hand as they go bird
watching.
Third Grade Science
Third grade science begins with a unit about earth
materials, with a focus on rocks and minerals. During
this unit, students investigate observable characteris-
tics of rocks and minerals, taking the materials apart
to find out what they are made of in order to better
understand their properties. Third graders also observe,
compare, and care for different organisms. During this
unit, students investigate the structures of an organ-
ism and learn how the function of structures supports
survival and growth. Students are able to use observ-
able properties to sort and group different organisms.
In the sound unit, students explore properties of pitch
and volume. Through explorations with tuning forks,
nails, rulers, and pegboards, students learn how pitch
and volume are created and how they can be changed.
Students are then challenged to apply what they have
learned in creating their own musical instruments.
Fourth Grade Science
With a continuing emphasis on hands-on learning, fourth
graders acquire greater proficiency in recording find-
ings with scientific language. In a unit about land and
water, students create landforms to model the effects
of water on various land features. A unit on food chem-
istry requires students to investigate the basic nutrients
found in foods through a series of physical and chemical
8

tests. Fourth graders also develop their understand-
ing of electricity, by using materials such as batteries
and bulbs in series and parallel circuits. Applying that
knowledge, students are challenged to create their own
electric inventions.
Fifth Grade Science
In fifth grade science, students are asked to clarify,
categorize, and integrate their thinking as they manipu-
late information; exploration, prediction, investigation,
interpretation, and analysis of information enhance
conceptual understanding as well as the application of
acquired knowledge.
The fifth grade science unit in biology focuses on eco-
systems. Students learn to use a hand lens, pH paper,
and various measuring instruments to collect data; they
conduct, record, and organize observations, and plan,
implement, and analyze experiments, and draw conclu-
sions. They also make and test predictions and apply
previously collected data to new problems. Applying
those same skills in investigation and analysis, fifth
graders also work in science units in mixtures and solu-
tions (chemistry) and motion and design (physics). In
the motion and design unit, students design, build, test,
and modify vehicles to meet certain requirements.
A final fifth grade science unit is specific to the coordi-
nated life education/physical education curriculum, and
includes a study of the cardiovascular and circulatory
systems (including common diseases and healthy life-
style choices), parts and functions of the reproductive
systems, and body changes that occur during puberty.
9
SOCIAL SCIENCE: OVERVIEW
For pre-k through fourth grade students, study in social
science is centered in the homebase classroom, coor-
dinated with work in the “specials.” Students study
physical geography (including progressively complex
map work), culture (including art, music, literature, daily
life customs, and special celebrations), biographies and
careers, and history. In addition, the social science
curriculum works to develop each student’s sense of
belonging and responsibility in communities as small
as the classroom and as broad as the world. The fifth
grade social science course focuses on defining eras in
the history of the United States. As students progress
through the social science curriculum, skills in research
and presenting work are emphasized with increasing
expectations at each level, with both teacher-directed
and student-selected topics.
Pre-Kindergarten Social Science
Pre-k students undertake a social science unit infor-
mally called “me,” learning and communicating about
themselves, their feelings and ideas, their responsibility
for their actions and toward others (e.g. sharing), their
capacity for self-reliance, and their uniqueness in iden-
tity and in what they can contribute. Students broaden
their study to family, including a sharing of traditions
and celebrations, the school community, and then an
introduction to “my world,” with an early appreciation of
different cultures, celebrations, and languages.
Kindergarten/Pre-First Social Science
As in pre-k, students in kindergarten/pre-first continue
to focus on their sense of identity as it relates to their
family, their classroom, and the school community.
Through active participation, they are encouraged to
develop responsibility and to make independent deci-
sions while gaining an appreciation for the ways in
which others contribute to classroom and school life.
Conflict resolutions skills are modeled, and students
begin to assume independent responsibility for them.
Students strengthen collaborative skills through work
and play as partners, in small groups, and with their
entire class. Stewardship and service learning play a
formative role in this process. Students also develop
an appreciation for diversity among individuals and
cultures. By engaging in the study of assigned topics,
students develop observational skills and broaden their
view of the world around them. The introduction of
research skills enables the students to develop an
awareness of the range of available resources to find
answers to their questions.
First Grade Social Science
Students begin the year with a focus on friendship. In
addition to developing their understanding of class-
room and school communities, first graders begin to
learn about the services that enable neighborhoods and
cities to function. There is specific focus on the City
of Wilmington, including field trips, as students learn
about emergency services, careers, and basic commu-
nity needs. First graders learn map skills including the
four-point compass and other basic concepts, as well as
how to identify their own state and country and how to
locate other geographic markers. Students also study
the contributions of individual Americans to the common
good. As students analyze communities and their own
responsibility to people with whom they share surround-
ings, they also develop an awareness of similarities and
differences among individuals. They learn the impor-
tance of respecting various points of view, as they are
supported and become more confident in asserting their
own ideas.
Second Grade Social Science
Second graders broaden their knowledge of their place
in the world by expanding their previous focus on
neighborhood and city to include an understanding of
their membership in the global community. Students
study the physical geography, history, and culture
of Delaware. They develop an understanding of the
interrelationships among neighborhood, city, county,
state, region, country, continent, and planet. They also
develop their map skills to use an eight-point compass,
a key, and a basic political map. As their understanding
of physical geography expands, students also learn more
about world cultures, developing their appreciation for
similarities and differences. They also study people who
have made contributions to the world as a whole.
Third Grade Social Science
Third graders begin a two-year continent study; over
the course of third and fourth grade, all of the conti-
nents are studied, with all of the students in the two
grades working on the same continents at the same
time to allow for greater coordination and collaboration
on projects. The third grade physical geography stud-
ies involve increasingly sophisticated map skills, such as
learning to identify various land formations and bodies
of water, and understanding and using geography terms
like peninsula, equator, and longitude/latitude. Third
graders also study different types of maps. In their
cultural geography studies, students continue to develop
their understanding and appreciation of different celebra-
tions, customs, foods, stories, art, and music of people
(both indigenous and contemporary) around the world.
Fourth Grade Social Science
The world culture and physical geography study contin-
ues in fourth grade, with a particular emphasis on devel-
oping research skills, as students learn about continents.
In their physical and political geography work, fourth
graders apply their understanding of cardinal direc-
tions in locating cities, states, oceans, continents, and
assigned countries on a globe or map. They learn and
apply an understanding of latitude, longitude, tropics,
prime meridian, and time zones, and deepen their appre-
ciation of geography as related to the social, economic,
and political climates of a region. In cultural studies,
students focus on the daily lives of native peoples,
including language, art, and literature. Specific research
skill objectives include learning how to decide which
concepts or characteristics to study, and incorporating
library reference material fully into the research process.
Students are also expected to meet higher expectations
in their research projects, using the “Big 6” method, and
oral presentations.
Fifth Grade Social Science
Fifth graders examine the history of the United States
by studying the Revolutionary War, the Civil War, and
the Civil Rights Movement. During these units of study,
students explore various aspects of peace, justice, and
social change. The learning process emphasizes criti-
cal thinking, problem solving, working efficiently and
respectfully within a group, role-playing, and informed
decision making. There is an emphasis on skill develop-
ment, including note taking, map skills, research skills,
and report writing. Throughout the year, fifth graders
produce research projects in a variety of styles, lengths,
and manners of presentation.
SPANISH: OVERVIEW
The Spanish program is designed to introduce students
to the Spanish language and to Hispanic cultures, both
for the inherent value and to lay the foundation for
future language learning and a lasting appreciation for
diversity. Given demographic changes in our country,
familiarity with this language and culture are especially
valuable to students. Students engage in activities
that generate enthusiasm for the study of language and
culture while learning basic communication skills in the
target language. The program utilizes materials such as
books, pictures, photographs, flash cards, DVD’s, CD’s,
puppets, computer resources, and the technique called
Total Physical Response (TPR), which helps young chil-
dren learn languages by incorporating gestures.
Kindergarten/Pre-First Spanish
Kindergarten and pre-first students learn to follow oral
directions in Spanish and to ask and answer simple
questions. They interact with their teacher and peers
using basic greetings, farewells, and expressions of
courtesy. Other specific language objectives include
learning to count from 1 to 20, and learning the names
of colors, days of the week, body parts, and animals.
Students also learn songs (for both language and culture
learning), games, Spanish stories and tales, and develop
a beginning appreciation for different Hispanic foods,
celebrations, and holidays.
First Grade Spanish
In first grade, students build upon their Spanish lan-
guage skills by practicing familiar vocabulary through
games involving increased recognition and recall as well
as activities that incorporate beginning reading in Span-
10

ish. They also learn specific content vocabulary such
as shapes and the weather. They develop their skills
in following oral directions and communicating in basic
phrases with their teacher and peers, learning to under-
stand more complex classroom directions. First graders
also begin to make comparisons and connections among
cultures.
Second Grade Spanish
Building Spanish vocabulary, second graders learn the
names for family members, clothing, and to say and rec-
ognize numbers 1 to 50. As their vocabulary increases,
they engage in conversation to express and exchange
feelings and personal information with their teacher
and peers. They also practice reading familiar phrases
through repeated class activities and become more
aware of the sounds in the Spanish language through
song and cooperative group games. Students learn
more about Hispanic holidays and celebrations through
books, photographs, and video.
Third Grade Spanish
Third grade Spanish conversational skills focus on
interaction using basic words and memorized phrases,
including how to ask permission from the teacher and
answering simple questions with complete sentences.
Students begin to learn some adjectives and the concept
of masculine and feminine words in Spanish. They also
practice writing content vocabulary and familiar phrases.
Expanding their cultural study, third graders explore
some traditional foods, the basic rhythms of a few types
of Latin music, and the history of how the Spanish lan-
guage spread to different parts of the world.
Fourth Grade Spanish
Continuing the focus on classroom and personal interac-
tions, fourth grade students become more fluent in their
comprehension and oral expression in Spanish. They
begin to use adjectives and verbs in a more focused
way in their conversation. They also listen to stories
and tales from different Hispanic countries and engage
in extended activities to build understanding. As Span-
ish-speaking countries are discussed through cultural
and language activities, students also learn about their
geographical locations.
Fifth Grade Spanish
By the end of fifth grade, students are increasingly
proficient in their receptive and expressive language
skills. They are able to communicate feelings and per-
sonal information in complete sentences, and describe
objects and events using verbs, adjectives and nouns.
With their exposure to the sounds in the Spanish lan-
guage, they are more comfortable writing familiar words
and phrases as well as phonetically writing and spell-
ing words. They also expand on their cultural studies
by learning about art and basic dance steps to Latin
rhythms.
11
COMPUTING: OVERVIEW
Formal weekly computer lab instruction begins in kin-
dergarten/pre-first. Kindergarten/pre-first students have
class in the lab once a week for a 30-minute period, first
through third graders for a 45-minute period, and fourth
and fifth graders for a 60-minute period, which includes
15 minutes of keyboarding. In addition to their sched-
uled sessions, classes may sign up for additional com-
puter time in the lab, use classroom computers, or sign-
out the lower school “iBook” cart (laptops with wireless
network access). This diverse access allows projects to
move seamlessly from the lab to the classroom and to
the Library Media Center.
The computer program is carefully integrated with the
rest of the curriculum to be an “extension of the class-
room,” so that technology skills support what students
are learning, and specific projects they are undertaking,
in core subjects and specials. Students use technology
in all core disciplines, so that in a given year they will
have had a math, science, social studies, and language
arts technology experience. Projects are designed to
help students learn how to identify and define prob-
lems, formulate hypotheses, answer questions, and
offer conclusions that can be applied to new situations
and applications. Our program guides students in the
acquisition of essential skills in keyboarding and word
processing, Internet research and communications, and
basic programming. Students are also taught to express
themselves and to present their work creatively with
graphics, databases, spreadsheets, and multimedia.
These skills spiral across the grade levels with varying
tools and growing complexity. Our ultimate goal is to
provide our students with the skills they need to work
successfully in an increasingly international, interdepen-
dent, and technologically information-rich society.
Kindergarten/Pre-First Computing
Kindergarten/pre-first grade students learn basic terms
and functions of the computer, and acquire foundation
skills such as how to use the mouse, log on and off a
network, open and close folders, and start and quit pro-
grams. They learn the basics of keyboarding (left versus
right hand keys, space bar, delete key, and shift key)
and begin word processing (lists, short passages). They
also create artwork in graphics programs, and begin to
transfer skills between programs. Kindergarten/pre-first
students are introduced to multimedia presentations and
how they can be used, and they create individual mul-
timedia slides that are arranged by the teacher. With
careful teacher guidance, students begin to explore the
Internet as a source of information and means of com-
munication, viewing selected web pages. The i-SAFE
curriculum is used to teach Internet safety topics.
Applications: Appleworks suite (word processing/draw-
ing), Kidspiration (customized activities), Kid Pix (draw-
ing/multimedia), Type to Learn Jr. (keyboarding), math
software, “Bee-bots”, “Roamer” and MicroWorlds Jr.
(programming), Safari (Internet).
Examples from Past Projects/Activities:
• Explored shape substitutions and patterns using math
software
• Identified and sorted “living versus non-living” things
as an extension of a science lab unit
• Created a multimedia alphabet and number book
• Typed and wrote sentences about friendship for their
friendship unit
• Programmed Roamer through a 3-D maze
First Grade Computing
First grade students expand their understanding of
computer terminology and function. They add skills in
keyboarding and word processing and learn to high-
light, edit, and proofread text. Since they begin to do
more story writing in first grade, students use tools to
assist them in planning and brainstorming. They also
begin to use a greater variety of tools for creating and
manipulating graphics, and increase their understanding
of the role of multimedia presentations in education and
in society. First graders are introduced to spreadsheets
and create and evaluate the usefulness of graphs. They
also learn some basic programming commands. First
graders develop their understanding of the Internet,
and begin to define its place in information-seeking and
problem-solving strategies they learn in the integrated
curricula of the homebase classroom and the Library
Media Center. The i-SAFE curriculum is used to teach
Internet safety topics.
Applications: Appleworks suite (word processing, draw-
ing, spreadsheets), Kidspiration (story planning), Kid
Pix (drawing/multimedia), Type to Learn Jr. (keyboard-
ing), math software, MicroWorlds (programming), Safari
(Internet).
Examples from Past Projects/Activities:
• Graphed monthly weather data using spread-sheet
software
• Used pre-defined Kidspiration templates to help plan
and write a fairy tale
• Experienced a cybertrip to several Australian zoos
while studying Australian animals
• Programmed the turtle using Logo through 2-D mazes
and towns.
Second Grade Computing
In addition to expanding their application of general
computer skills, second grade students learn more about
the role of servers and networks, and saving, retrieving,
and printing documents. They continue to use planning
tools for writing and organizing information. In key-
boarding, they begin two-handed typing, and in word
processing, they begin more routinely to publish their
work applying skills such as centering text. They con-
tinue more advanced work in graphics and multimedia
and participate in longer-term 12 projects. Spreadsheet
and graphing work continues with a focus on learning to
collect and enter data. Programming skills also continue
and are taught as an extension of the geometry study.
Students also program their own animation in multime-
dia projects. Second graders become more sophisti-
cated in their approach to the Internet, as they develop
skills to navigate selected web pages. The i-SAFE cur-
riculum is used to teach Internet safety topics. Stu-
dents are also introduced to Web 2.0 technologies such
as blogging.
Applications: Appleworks suite (word processing, draw-
ing, spreadsheets), Kidspiration (story planning, concept
mapping), Type to Learn 3 (keyboarding), math soft-
ware, MicroWorlds (programming, multimedia), Safari
(Internet).
Examples from Past Projects/Activities:
• Designed their own bird utilizing information learned
from a science unit, and created a multi-media pre-
sentation which described its physical characteristics,
habitat, a scanned drawing, and a haiku poem
• Created study “webs” of a collection of facts learned
about the human body from their homebase study
• Used Kidspiration to plan and organize class newspa-
per articles
Third Grade Computing
At the third grade level, there is a significant change in
applications, and students are guided to transfer prior
knowledge and skills as they undertake new challenges
with a greater variety and sophistication of tools.
Third graders begin to maneuver among open docu-
ments and learn to work between multiple applications
simultaneously. Keyboarding continues as students
are expected to use the “home-row” routinely. They
create longer and more advanced word processing docu-
ments, adjusting page orientation and border widths and
using functions such as spell check and the “select all”
and “undo” commands. In multimedia, they plan and
design presentations using three or more slides, import-
ing graphics, sound, and text and adding transitions
between slides; they also evaluate the effectiveness of
different presentations. Students begin to define and
label spreadsheet columns and rows, and to create,
manipulate, and begin to understand the comparative
strengths of bar, line, and pie graphs. Databases are
also introduced and created at this level, and are com-
pared to the effectiveness of spreadsheets. Basic pro-
gramming skills continue in support of geometric math
concepts. Students also write their own procedures to
code animations in multimedia projects. Working on
the Internet, students begin to understand keywords in
using search engines effectively, and also to compare
the usefulness of different search strategies. They also
begin to use on-line electronic databases and to com-
pare using the Internet to these databases. The “Big 6”
information skills are introduced by the Library Media
specialist, and students are expected to use those skills
when accessing electronic resources. The i-SAFE curric-
ulum is used to teach Internet safety topics. Students
work with Web 2.0 technologies such as blogging. At
12
 this grade level the iBook cart is often used for research
and for word processing.
Applications: Appleworks (databases), Microsoft Office
(MS word and MS Excel), Kidspiration and Inspiration
(story planning, concept mapping, character analysis),
Type to Learn 3 (keyboarding), math software, Micro-
Worlds (programming, multimedia), Scratch (program-
ming), Safari (Internet), UD/Lib Search and other elec-
tronic on-line databases.
Examples from Past Projects/Activities:
• Created a database of rainforest plants and animals
researched in class
• Designed an electronic travel brochure for a planet in
our solar system
• Created character web using Kidspiration for selected
books
• Wrote procedures to code animations in their multime-
dia projects
Fourth Grade Computing
Fourth grade students continue to develop their skills
through assigned projects, experimentation with dif-
ferent software, and a balance of individual and group
work. They undertake more challenging projects in
multimedia presentations, Internet and on-line database
research, spreadsheet and graph work, and word pro-
cessing and graphics. Students transfer skills from a
procedural Logo programming environment to a graphi-
cal programming environment. In this year students
have a dedicated 15-minute period for keyboarding
weekly, in addition to their regularly scheduled computer
period. They also work more independently at this level.
Students use a wider range of electronic databases and
the Internet more routinely and their research is guided
by the “Big 6” information skills. By this level of the
computer program, students are also asked to become
more sophisticated in their critical evaluation of different
computer tools and resources. The i-SAFE curriculum
is used to teach Internet safety topics. Students work
with Web 2.0 technologies such as blogging. The iBook
cart is used more routinely for the continuation of proj-
ects and activities.
Applications: Microsoft Office (MS word, MS Excel, and
MS PowerPoint), Inspiration (story planning, concept
mapping, character analysis), Type to Learn 3 (key-
boarding), math software, MicroWorlds (programming,
multimedia), Scratch (programming), Safari (Internet),
UD/Lib Search and other electronic on-line databases.
Examples from Past Projects/Activities:
• Using MS Excel spreadsheets and MS PowerPoint,
graphed and presented a comparison of fast-food
nutritional information; different graph types were cre-
ated and evaluated for a given data set
• Created a clay-animation nutrition movie (using iMovie)
in which characters represented various food groups
• Used GPS units to find geo-caches at lower school
13
Fifth Grade Computing
Fifth grade computer represents the culmination of a
six-year, progressive course of study, supported by
additional technology experiences in the homebase
classroom and Library Media Center. During this year
students are being prepared for the transition to middle
school. They receive their own computer accounts that
they manage and use independently.
Students continue with a 15-minute keyboarding period
weekly in addition to their scheduled computer period.
Their word processing documents are now multi-page
products, created through a variety of tools and com-
mands. Their graphics skills include applying a variety
of tools to manipulate inserted and original images.
Using a variety of multimedia tools, they design multi-
media presentations that include multiple slides, import-
ing graphics and sound. They gain confidence working
with a variety of spreadsheets. Their Internet skills
include: identifying different components in web sites,
citing referenced web sites, and identifying and modi-
fying keywords to use search engines effectively (and
an early understanding of how search engines work).
The i-SAFE curriculum is used to teach Internet safety
topics. Students use a variety of Web 2.0 tools such
as blogs and wikis. Additional on-line electronic data-
bases are introduced, and the “Big 6” information skills
continue to play a significant role in research activities.
Students continue their study of programming through
a study of LEGO robotics. The iBooks are used regularly
since technology projects are assigned in all disciplines.
Students also refine their skills of critical evaluation of
programs, presentations, and Internet resources. Their
study of computers goes beyond the acquisition of basic
skills, to sophisticated application of technology for a
purpose and higher-level thinking toward problem-solv-
ing and creative expression.
Applications: Microsoft Office (MS word, MS Excel, and
MS PowerPoint), Inspiration (story planning, concept
mapping, character analysis), Type to Learn 3 (key-
boarding), math software, MicroWorlds (programming),
Robolab (programming), Safari (Internet), UD/Lib Search
and other electronic on-line databases, iMovie (multime-
dia).
Examples from Past Projects/Activities:
• Designed programs using Robolab to program LEGO
robots
• Created a “Chesapeake Bay” fifth grade wiki
• Used MS Powerpoint to present their “Simple
Machine” science unit challenges
PERFORMING ARTS: OVERVIEW
Through a sequential program encouraging active partici-
pation and self-expression, students develop musical
understanding and appreciation. The music curriculum
is coordinated with other classroom lessons, such as
social science and geography studies, for example, so
that students might learn music from countries or cul-
tural traditions they are studying, or so that composer
biographies are timed to fit with other biographical stud-
ies. Skills in music are also related to other disciplines,
such as the science of sound production and the math
of musical notation.
All students receive formal musical instruction twice
weekly; 30-minute classes for pre-k through third grade
and 45-minute classes for fourth and fifth grades. All
students perform in winter and spring concerts, and
individual classes have the opportunity for smaller group
performances throughout the year. Every fifth grade
student performs in a spring musical production. Stu-
dents in fourth and fifth grade may choose to participate
(no audition required) in band and/or Kids Choir. Private
instrumental lessons are offered on campus with teach-
ers from the Wilmington Music School.
Pre-Kindergarten Performing Arts
The pre-k program offers a variety of experiences in
singing, moving, listening, and playing, with activi-
ties that encourage both group cooperation and the
expression of individuality and independence. Students
explore the elements of sound, silence, space, and time.
They echo tonal and rhythmic patterns, master the
concept and production of a steady beat, and distin-
guish between sounds produced in different ways and
by different sources. Dance activities emphasize fol-
lowing a rhythm, and interpreting tempo and dynamics
through movement. Those and other activities help lay
the foundation for more formal study of rhythm, melody,
and musical notation and dynamics.
Kindergarten/Pre-First Performing Arts
Kindergarten/pre-first students are asked to participate
in activities with increasing attention to accuracy; where
any response might have been encouraged in pre-k, K/
pre-first students are guided toward an accurate musical
response to help them develop a vocabulary of musical
sounds and movements. Musical activities integrate
with classroom themes throughout the year by focusing
on patterns, rhymes, seasonal songs, animals, num-
bers, letters, and sounds. Students continue to work
with percussion instruments (pitched and non-pitched),
and begin to distinguish characteristics (e.g. ascending
versus descending) of melodic phrases.
First Grade Performing Arts
In first grade, students begin to understand the con-
ceptual foundations of music, and they learn to identify
symbols and terminology such as repeat sign, dynamics,
forte, piano, tempo, meter, accent, bar line, time sig-
nature, and introduction. Through a variety of activi-
ties, students begin a more formal sequential study of
rhythm and melody. For example, first graders listen
to recorded music focusing on particular elements,
such as distinguishing between duple (simple) and triple
(compound) rhythms, and they perform more complex
rhythmic and melodic exercises, like singing and play-
ing rounds. First graders also continue to develop their
ability for aural recognition of instruments (like violin
and trumpet), and learn to identify the basic orchestral
instruments and their families. They also learn basic
notation, using quarter notes, quarter rests, eighth
notes, and pitches on the staff.
Second Grade Performing Arts
Continuing the sequential study of the fundamentals
of music, the rhythmic and melodic material gradually
increases in complexity, as second graders are intro-
duced to more involved exercises, and are required to
master more challenging listening, instrument playing,
reading, and writing skills. Students learn both aural
and visual recognition of repeated, similar, and different
phrases in music, and begin to label them as A, B, and
C to derive form. They practice recognition of material
from notation (without hearing it), and compose and
write notation for short songs and rhymes. Second
graders continue to expand their musical vocabularies
to include terms such as timbre, crescendo, and decre-
scendo. They also begin to learn about some famous
composers and their music.
Third Grade Performing Arts
By the end of third grade, students acquire a sound
understanding of the musical notation system. The cur-
riculum in music continues to be coordinated with class-
room study, including the continent studies of third and
fourth grade, and math skills are reinforced as students
learn note values and time signatures. Third graders
begin instruction on the soprano recorder. They also
continue to expand their musical knowledge and vocab-
ularies, learning, for example, to distinguish between
major and minor tonalities and to understand terms and
concepts such as staccato, legato, and syncopation.
Fourth Grade Performing Arts
As students progress in developing their musical under-
standing and skills, there is growing emphasis on
accuracy, facility, and clarity. In addition to refining
their singing and instrumental techniques, and undertak-
ing more challenging pieces, fourth graders also learn
to recognize a greater variety of instruments by name
and family and a greater variety of musical styles (jazz,
folk, classical, etc.) and forms such as fugue. They also
develop their knowledge and use of musical notation
and structure, working in a greater variety of meters,
key signatures, forms, and harmonic combinations and
changes. Their vocabularies continue to grow with
symbols and terms like natural, Allegro, Andante, and
fermata. Fourth graders continue their study of the
recorder, and have the option of participating in band
and/or Kids Choir.
14
 Fifth Grade Performing Arts
There is special emphasis on the musical theatre, as
fifth graders prepare for their own musical production in
the spring. By the end of fifth grade, students are able
to read, write, and perform melodies and accompani-
ments through singing and playing classroom instru-
ments (including recorder). They are able to perform
with independence and an understanding of a range of
musical concepts, symbols, and terms. At this point
in the program, many students have defined their own
musical preferences, and take a more focused interest
in musical expression and style. Fifth graders have the
option of participating in band and/or Kids Choir.
PHYSICAL EDUCATION: OVERVIEW
The pre-k through second grade physical education
curriculum offers each child the opportunity to develop
physical skills through a movement education curricu-
lum. Participation in fitness activities and building foun-
dation skills are of primary importance. A non-compet-
itive environment allows children to engage in activities
that promote their physical and emotional well-being.
The program is spiraling and sequential, offering age-
appropriate activities that enhance skill development.
The third through fifth grade physical education program
emphasizes the integration of foundation skills with fit-
ness activities and team sports. Games with more com-
plex rules, strategies, and team concepts are introduced.
Sportsmanship and participation are emphasized.
Pre-Kindergarten Physical Education
Using a variety of materials and activities, pre-k stu-
dents are engaged in movement activities that develop
foundation skills. Understanding and negotiating the
physical environment and integrating locomotion with
levels and pathways are fundamental principles during
the pre-k year. Students also learn how to handle equip-
ment safely and properly.
Second Grade Physical Education
Second graders participate in games with three or more
rules, with a continued emphasis on fair play and safety
issues related to movement. They integrate foundation
skills with basic sport skills in simple lead-up games and
cooperative activities.
Third Grade Physical Education
Third graders participate in a variety of team sports.
Through team play and specific rules, they learn about
positive social interaction, self-control, self-discipline,
and sportsmanship. Third graders use their conflict res-
olution skills in more competitive settings, and learn to
understand increasingly complex class and game rules.
Third graders engage in activities that combine locomo-
tion, force, and time with manipulation skills.
Fourth Grade Physical Education
Fourth graders continue to participate in team sports
with an emphasis on physical and social skills. Age-
appropriate progressions allow fourth graders to develop
accuracy while throwing, striking, and kicking from
static and dynamic positions. They become more effi-
cient in carrying and manipulating objects during skill
and drill work and in lead-up games.
Fifth Grade Physical Education
Fifth graders continue to participate in team sports, an
approach that provides leadership opportunities and
helps develop efficient locomotion skills. The mechan-
ics of bouncing, dribbling, throwing, striking, and kicking
are emphasized. Working with stationary and moving
targets, students can improve visual tracking skills,
while integrating balance, force, and time. Sportsman-
ship, cooperation, and responsibility are an integral part
of the program. Fitness testing and participation in
strength building and cardio-respiratory activities help
students achieve a healthier lifestyle.

Kindergarten/Pre-First Physical Education

Kindergarten/pre-first students develop an understanding
of the physical environment in which they move. Loco-
motion and non-locomotion movements, in self-space
and general space, allow children an opportunity to
develop and explore their individual skills in a safe physi-
cal environment.

First Grade Physical Education

First graders engage in fitness activities while continuing
to develop their foundation skills. Children are intro-
duced to multi-step directions, while becoming more
sophisticated in their knowledge and use of shuttle,
relay, and line formations. Lead-up and tag games, uti-
lizing concepts and skills that underlie team sports, are
also introduced. First graders develop an understanding
of fair play, safety, and cooperation through group play.

15
VISUAL ARTS: OVERVIEW
All lower school students receive formal visual art
instruction. Pre-k students meet two times weekly for
30 minutes per class, kindergarten and pre-first students
meet one hour weekly, and the first and second grades
meet two times weekly, 45 minutes per class. The
third, fourth, and fifth graders meet once a week for 75
minutes. There are two art teachers at the lower school,
who teach the core visual arts curriculum and also
coordinate projects across academic areas. The visual
arts program is designed to be a vehicle for creative
and personal discovery, in which students learn about
themselves, their environment, world cultures, and art
history. The program provides an ongoing exploration
of concepts, techniques, and materials that develop
students’ ability to create visual solutions by implement-
ing design principles and elements of art. Students are
encouraged to express themselves with joy, imagination,
clarity, and skill, and at all grade levels are encouraged
to explore individual solutions to assignments. Diverse
learning styles and choices are respected.
Pre-Kindergarten Visual Arts
Variety is at the core of the pre-kindergarten visual arts
program where self-expression is encouraged. The
program is experiential and process- rather than product-
oriented, though cognitive and manipulative skills are
introduced and reinforced. By the end of pre-kindergar-
ten, students will be able to distinguish a shape from a
line, and will use different tools and materials appropri-
ately. Routines are established for independent gather-
ing of supplies and clean up. Exposure to famous artists
and artwork is meaningful as a way to discuss elements
of design. Students are encouraged to talk freely about
their work without preconceived adult expectations.
Kindergarten/Pre-First Visual Arts
With the basic skills of objective drawing, cutting, and
use of attachment methods obtained in pre-k, kinder-
garten projects become more concept-oriented while
creativity and self-expression are still encouraged. The
basic elements of design, line, shape, color, texture,
and pattern are visited and revisited throughout the year
using a variety of media. Students explore both two
and three-dimensional materials. Emphasis at this level
continues to be process- rather than product-oriented
with students exploring drawing, painting, printmaking,
fibers, ceramics, collage, and also many projects in con-
junction with the homebase classroom. Each student is
encouraged to relate concepts to his/her life experience
in order to enhance authentic learning.
First Grade Visual Arts
The first grade visual arts program is structured to
develop students’ abilities to combine concepts and use
problem-solving strategies. Some of the projects at this
level become longer and can last for many consecutive
art classes. Each project is designed to accommodate
as well as challenge each student at his/her own level
of development. By the end of first grade students
will know the difference between a two- and three-
dimensional work. Students throughout the year will be
learning to draw representational objects as they appear
in space—in front of/behind, above/below, and beside.
They also learn to mix primary colors to create second-
ary colors, and to model ceramic and papier-mâché
animals. Pattern is the focus of a fibers unit. Students
record their art projects in journals, which continue to be
updated through the fifth grade.
Second Grade Visual Arts
The second grade curriculum continues with concept-
oriented projects, which last for consecutive classes.
Assignments are given to stretch each student’s imagi-
nation and challenge them to problem solve with a spe-
cific goal in mind. They will use sketching as a means
of visual note taking and plan projects to develop a
course of action. By the end of second grade, students
should demonstrate an understanding of color concepts
that include mixing and using intermediate colors and
also using colors in warm and cool families. Symmetry,
front and profile views, basic proportions of the human
face, and ceramic form as function are among concepts
introduced at this grade level. Students will catalog their
projects in their journals including written descriptions
of methods and materials. American art is a recurring
theme. The works of the Wyeth family are viewed
during a visit to the Brandywine River Museum corre-
lating with a classroom study of the Brandywine River
Valley, and John Audubon is studied in conjunction with
a grade level thematic bird unit.
Third Grade Visual Arts
In third grade, assignments become longer and increas-
ingly more complex. Manipulative skills, such as draw-
ing and painting, clay modeling, and three-dimensional
constructions continue to develop. Design principles,
overlapping, positive/negative space, scale, and compo-
sition are among the concepts taught in order to develop
more skillful work. Craftsmanship and organizational
skills are emphasized. Visual images of famous works
are used on an ongoing basis to gain greater apprecia-
tion for artistic movements and techniques. Projects are
put into context as they relate to the art timeline encom-
passing the Ancient World, Middle Ages, Renaissance,
and Modern World.
Fourth Grade Visual Arts
Students in fourth grade begin the year by building a
twelve inch ceramic coil form which involves the use
of three dimensional elements of design, line, pattern,
and texture to sculpt solid, voluminous, organically
formed containers. In fourth grade, students are begin-
ning to recognize perspective in drawing, applying value
scales and use of monochromatic and complementary
color schemes. Famous works of the Impressionist
painters are viewed as inspiration. Students in fourth
grade also explore cultural symbols and patterns from
all continents, which involve the use of positive and
16

negative space. This serves as a starting point for the
students to produce their own unique black and white
images, which they use for their linoleum block designs.
Students carve linoleum and then produce a series of
signed, named and numbered prints. The human form
and figures in motion are explored in both two- and
three-dimensional gesture studies. Several projects
are linked to the classroom study of the continents. All
assignments are recorded in student art journals with
care taken to use proper art vocabulary along with
drawings, plans and reflections.
Fifth Grade Visual Arts
The fifth grade visual arts program is a culmination
(with mastery expected) of the concepts and techniques
taught in previous years. At this point, students are
able to arrive at artistic solutions with a wide range of
appropriate answers. Throughout the year, students
explore concepts using two- and three-dimensional
materials, which include projects, such as watercolor
painting using established techniques, linear perspective,
and ceramic slab containers with fitted lids. Students
learn how to critique famous works according to prin-
ciples of art. Visual images are used on an ongoing basis
to gain greater appreciation for artistic movements and
techniques. Students continue to record their work in
personal journals that have documented all the projects
they have completed since first grade. This becomes a
record to take with them as they journey to their new
art experiences in the middle school.
17
LIBRARY MEDIA CENTER: OVERVIEW
The Library Media Center (LMC) is an integral part of
the lower school education program, fostering enthu-
siasm for the process of learning and for lifelong read-
ing, developing an appreciation for different cultures
through literature and non-fiction research, teaching
specific learning skills, and developing students’ sense
of responsibility in using a shared resource. We recog-
nize that students retain skills best when our lessons are
taught in the context of the classroom curriculum, so
information-seeking strategies and other library-related
skills are taught in various subject areas. We plan
teaching units closely with classroom teachers and inte-
grate lessons based on the “Big 6 Information Problem
Solving Model” into assignments and research projects.
This type of library program is uniquely suited to the
kind of project-based learning we promote at Wilmington
Friends.
The Big 6 is a general information problem-solving model
created by Michael Eisenberg and Robert E. Berkowitz.
It is a six-step process that teaches students to analyze
their information needs and to make a plan. Although
the Library Media Center staff members are the primary
teachers of the process, the Big 6 provides every stu-
dent and teacher in our school with a common vocabu-
lary to use in the research process. The six steps are:
(1) task definition—what am I supposed to do? (2)
information-seeking strategies—what information do I
need? (3) location and access—what would be my best
sources/where can I find this information? (4) use of
information—how do I record and organize this informa-
tion? (5) synthesis—how do I create something new
with this information? (6) evaluation—how could I have
improved my process?
Pre-Kindergarten Library Media Center
In addition to early information-seeking strategies (such
as learning that the materials in the LMC have a specific
order) and responsible library behavior, pre-k students
engage in a variety of reading related activities in the
LMC. They participate in drama groups, acting out
stories; they learn the roles of author and illustrator;
and in listening to literature, they are asked to predict
outcomes and to relate stories to personal experiences,
and to focus on the person reading or telling the story
without interrupting. Pre-k students are also introduced
to book selection, as they identify areas of interest and
favorite authors. Activities that reinforce the themes
they are studying include making apple pies and visiting
our pretend “farm stand.”
Kindergarten/Pre-First Library Media Center
K/pre-first students begin to use the borrowing and
return procedures of the LMC. They also learn to name
two possible sources of information to answer a ques-
tion, and begin to work more formally in groups to
pursue and generate information. As part of the coordi-
nation of LMC teaching with classroom curricular goals,
the students experience “authentic learning” activities,
such as acting out nursery rhymes. They continue to
participate in both listening and interactive story times,
drama groups, and individual consultations for book
selection.
First Grade Library Media Center
First graders become increasingly sophisticated in their
approach to information sources, acquiring a conceptual
understanding of citing information sources and a devel-
oping ability to read for information and to take notes
with adult assistance. In two different units, they iden-
tify facts together and categorize those facts together.
They learn to approach a research topic by examining
many different library books in a “book tasting.” First
graders continue to participate in drama groups and
increase their book selection skills through individual
consultation with the library staff. They are also intro-
duced to more genres of literature.
Second Grade Library Media Center
With assistance but growing independence, second
grade students continue to locate their own books on
the library shelves. Gradually, they learn to pick a book
that not only interests them but also is appropriate in
reading level and size, no longer feeling that just carry-
ing around a really big book means that you’re a good
reader. They develop their research skills by practicing
“skimming and scanning” to locate information and by
extracting information from a variety of sources with
assistance. Second graders learn to plan individual and
group projects, and present more formal written and oral
reports. Book tastings, book talks, and drama groups
continue.
Third Grade Library Media Center
In third grade, students learn to be more independent
in many of the steps of the Big 6 model. In continent
research, they work on evaluating their information
needs, locating books by call number, taking notes from
and citing a variety of sources, and using general refer-
ence materials such as online and print encyclopedias.
Work in the LMC is closely coordinated with third grade
curricular focuses on reading for information. In addi-
tion, as students become more advanced in using the
computer as a tool, they also learn to recognize out-of-
school information sources, such as the public library,
museums, the telephone, and human sources such as
speeches and interviews. Book tastings continue to
introduce them to the wealth of printed resources in the
LMC. Book talks that focus on various genres, such
as historical fiction, travel and history, mystery, and
poetry, expand their interest in reading. Students have
periodic formal lessons in research skills, co-taught by
the library and computer staff.
Fourth Grade Library Media Center
Fourth graders become independent in their ability to
compare and contrast sources for relevance, consis-
tency, and comprehensiveness; they begin to look for
and recognize inconsistencies in information sources.
They also become increasingly independent and suc-
cessful in locating materials and using information. The
skill of reading for information is strongly developed in
the continent study, with lessons that emphasize high-
lighting keywords and citing sources. Genre book talks,
as well as those highlighting books new to the LMC,
continue. The service-learning project of poetry perfor-
mance in preschools is coordinated through the LMC
and culminates in a field trip in late spring.
Fifth Grade Library Media Center
Fifth graders continue to become more independent in
their information-seeking skills, and in their understand-
ing of the importance of following the steps of the Big
6 and making a plan when given a research assignment.
By the end of fifth grade, they have had considerable
practice formulating good research questions, locating
and using information to solve a problem independently,
and organizing and presenting that information in an
appropriate and interesting way. They are usually able
to differentiate between fact and opinion in sources, to
recognize inconsistencies in sources, and to evaluate the
currency, authenticity, and objectivity of sources. All of
these skills are brought to bear in a fifth grade Presen-
tation of Learning (POL) project during which students
demonstrate that they have “learned how to learn” at a
developmentally appropriate level. Fifth graders con-
tinue to explore different literary genres, and they learn
to write book reviews.
18
19
 HUMAN DYNAMICS AND DEVELOPMENT

Human Dynamics and Development is a cross-divisional

(lower, middle, and upper school) program at Wilming-
ton Friends, encompassing social and emotional aware-
ness, interpersonal relationships, and healthy living
habits, including strategies and processes for making
informed decisions. In middle and upper school, there
are specific courses, required for all students, in the
program (sixth grade-Connections; seventh grade-Con-
flict Resolution; eighth grade-Decision Making; upper
school-Wellness I & II). In lower school, the program
is centered in the homebase classroom and is closely
aligned with division objectives regarding the develop-
ment of a child’s self-concept and relationships with
others. Themes in lower school Human Dynamics
and Development include treating others with respect,
peaceful resolution of conflict, appropriate expression
of emotions, the process of assessing risks, increasing
independence and self-reliance, and making informed
and healthy choices.

19
Wilmington Friends School
101 School Road
Wilmington, DE 19803
Quaker, coed, preschool (age two) through 12th grade,
all college preparatory
Global thinking, engagement and leadership:
• School Year Abroad (SYA), consortium member one building of 175,000 square feet; includes five athletic
(first in Delaware)
• International Baccalaureate (IB), authorized school a 500-person capacity theatre/auditorium, Meeting Room,
(first in Delaware)
• American Field Service (AFS), participant since
program was founded in 1947
• Global focus throughout curriculum
National/international faculty searches,
emphasis on continuing professional development
Competitive athletics, grades 7-12
Visual and performing arts, with major courses
(preparing for college study) and performance opportunities;
middle/upper school campus arts
Classrooms renovated, summer 2009; lower school
arts wing new construction, 2005
Integrated technology program, with specialized
computer instruction K-12
Current class size averages:
• 14 students per preschool classroom
(with 2.5 teachers)
• 16 students per early years (PK, K, P1) classroom
(with 2 teachers)
• 22 students per classroom in first grade
(with 2.5 teachers)
• 20 students per classroom in grades 2-5
(with 2 teachers in grades 1-4; 1.3 teachers in 5th)
• 16 students per section in grades 6-8
(10 students per advisory group)
• 16 students per section in grades 9-12
(10 students per advisory group)
Need-based financial aid, calculated by the
School and Student Service for Financial Aid (SSS) in
Princeton, New Jersey
After-school care for PS through sixth grade
Summer camps for age three through ninth grade
Middle/upper school campus:
(Grades 6-12)
Located in the residential neighborhood “Alapocas,” just
outside the City of Wilmington: approximately 25 acres,
fields, six tennis courts, three full-size gyms, fitness room,
seven science labs, and three computer labs, with equip-
ment regularly updated through lease arrangement; the
Library Media Center offers additional computers, wireless
Internet access, and connections to multiple databases
through the University of Delaware.
Lower school campus:
(half-day three-year-olds and
pre-kindergarten through fifth grade)
Located on the wooded boundary of Alapocas: approxi-
mately 30 acres (including wooded areas), two buildings
totaling 68,000 square feet; includes two gyms, two sci-
ence labs, three outdoor playgrounds, two additional paved
outdoor play areas (for basketball and other hard-surface
activities), two athletic fields (also used by middle and
upper school sports teams), a Library Media Center open
all day every school day, Meeting Room/auditorium, and
facilities architecturally designed for music (including prac-
tice rooms), art (including ceramics studio), and computer
classes.
Preschool campus:
The Wilmington Friends Preschool is located at First &
Central Presbyterian Church in downtown Wilmington,
occupying two classrooms, with additional access to an
auditorium-size room for indoor play, an on-site outdoor
play yard, additional classrooms for music and other activi-
ties, and nearby open space, public library, and other city
cultural resources.
For more information, contact:
Office of Admissions and Financial Aid
(302) 576-2930
admissions@wilmingtonfriends.org
Place FSC logo here