In technology class, students explore a wide range of skills. Students will complete the following units (but not limited too): 

• Digital Citizenship 
• Microsoft Office (Word, PowerPoint, Excel, etc.)
• Coding
• Typing
• Future Tech (VR, AR, AI, 3D Printing)
• Media (design, animation, videos, editing)
• Troubleshooting & shortcuts
• Research skills & ability to evaluate sources 
• Cross-curricular units 
• Maker space/STEM

Through these units students will use many devices, robots, and materials. Each grade follows the same units but using different tools, platforms, content and difficulty level.  

Early Childhood

• Students are exposed to a variety of meters and tonalities while allowing them to explore beat and rhythm.
• Students discover singing voice versus talking, whisper, and shouting voice and how to manipulate all four voices.
• Exploration of a multitude of instruments and development of how to play instruments with proper technique.
• A focus on spatial awareness and the awareness of body proximity to others as well as ability to maintain self-space is incorporated.
• Our students will develop a love and appreciation for music to carry into life.

Elementary – General Music

• Exploration of musical concepts such as beat versus rhythm, proper instrument playing procedure.
• The development of singing voice, solfege and a knowledge of a multitude of genres of music is learned.
• Students develop a love and appreciation for music to carry into life.
• Students will perform in two concerts per year.

Academy Choir

• Any 6-8 student may join at the beginning of each school year.
• Students develop a deep understanding of solfege and how it relates to each key that performance music for the ensemble is in.
• Each student will be able to sight read music at an intermediate level and continue a growth in love of music and performing to carry into high school and adulthood.
• Choir students have multiple performance opportunities throughout the year, including a Collaboration Concert with Brother Rice and Marian as well as the Cedar Point Music in the Parks competition.

4^th-5^th Grade Band

• Students may choose to join band or elementary general music upon entering 4^th or 5^th
• Band students develop the basic skills of learning their first instrument, including music literacy, technique, and listening skills.
• Students develop an understanding of how to perform in an ensemble and play similar parts.
• We perform 2-3 concerts per year.

Academy Band

• Academy Band & violin students may join at the beginning of each school year.
• Students will further enhance their individual skills in technique, music literacy, listening, and teamwork throughout the year.
• We perform Grade 1-2 music at an intermediate level and students have multiple performance opportunities, including participating in MSBOA Solo & Ensemble and Cedar Point Music in the Parks competition.
• Students will develop a love and understanding of music that will carry with them into high school and adulthood.

Pep Band

• Band students in grades 5-8 may join this co-curricular ensemble at the beginning of each school year.
• Students will perform fun pop/rock tunes at school events such as assemblies, pep rallies, and sporting events.

Early Childhood Art Curriculum  

• Students Approach Art through Tactile experiences
• Color Theory, 
• Working with the Elements of Art
• Experimenting and Exploring with Varied Mediums.
• Painting, Sculpting Skills and Strengthening Visual Awareness.
• Creating a confidence and joy for Art process!

Elementary Grades 1-3 Art Curriculum

• Students Develop An Awareness of An Emerging Vocabulary to the Elements and Principals of Art.
• Experiencing Drawing, Painting, and Collaging, in a Meaningful Way.
• Make Connections with Process and Aesthetic Decision Making.  
• Make Connections with Multicultural, Historical, and Art as Literature. 
• Students Experience Assessment and Class Critique as a Means of Reflecting and Understanding

Elementary Grades 4-6 

• Students Developing and Directly Apply Art Vocabulary to Every Lesson.
• Make Multicultural, Historical, Literature Art. 
• Use Personal and Peer Assessment and Class Critique as a Means of Reflecting and Understanding Art

Academy Art Curriculum

• Academy Grades are Exposed to Both 2 and 3 D Art Experiences with a Variety of Medium Which Includes: 
• Drawing Human Form, Drawing in Perspective, Painting Landscape and Abstract works.
• Experimenting with Sculpture.
• Connecting the Elements and Principals of Art as a True Means to an End through Thematic Expression (via Multicultural, Art Historical, and Working in the Style of a Particular Artist or Genre). 
• Participate in The Scholastic Art and Writing Awards, The Meemic Foundation Art Competition, Google Doodle and other Art competitions.
• Students Begin Building a Portfolio for High School Art. 

Early Childhood Physical Education

Motor Skills and Movement Patterns

• Students will practice and learn Space Awareness Movement Concepts
• Students will practice and learn Motor Skills
• Students will practice and learn Rhythmic Activities

Content Knowledge

• Students will identity the following Movement Concepts Space Awareness, Effort, Relational, Motor Skills, Rhythmic Activities.
• Students will recognize the varying types of physical activities
• Students will identify at least one of the five components of health-related fitness.
• Students will practice and learn the benefits of physical activity and nutrition

Fitness and Physical Activity

• Students will participate at moderate intensity levels activities that are focused on skill building

Personal/Social Behaviors and Values

• Students will learn and practice behaviors that demonstrate best effort, cooperation, compassion with the support and direction from their teacher

Elementary Physical Education

Motor Skills and Movement Patterns

• Students will practice and demonstrate Space Awareness with mature form in controlled settings. Students will practice and demonstrate movement concepts for time, force and flow in controlled settings. Students will practice and demonstrate relationship movement concepts (Body Parts, objects and people) in controlled settings.
• Students will practice and demonstrate the mature form of non-locomotor, locomotor and manipulative motor skills in controlled settings.

Content Knowledge

• Students will use feedback from teacher, and self-evaluation as new content is absorbed.
• Students will be introduced to new activities included but not limited to outdoor activities, target games, invasion games, net/wall games, striking/field games/ rhythmic activities.

Fitness and Physical Activity

• Students will participate in physical activities that are vigorous in intensity.
• Approx. sustaining 65% of target heart rate for a minimum of 60% of PE class time.

Personal/Social Behaviors and Values

• Students will learn and practice behaviors that demonstrate best effort, cooperation, compassion.
• Students will learn and practice behaviors which exemplify personal/social character traits of constructive competition, initiative, and leadership in controlled settings.
• Students will choose to practice skills for which improvement is needed in controlled settings, approximately 25% of PE class time.

Academy Physical Education

Motor Skills and Movement Patterns

• Students demonstrate competency in a variety of motor skills and movement patterns.
• Students apply knowledge of concepts, principles, strategies and tactics related to movement and performance.

Content Knowledge

• Students demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Fitness and Physical Activity

• Students will participate in physical activities that are vigorous in intensity. Approx. sustaining 65% of target heart rate for a minimum of 70% of PE class time.
• Students will recognize the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Personal/Social Behaviors and Values

• Students will exhibit responsible personal and social behavior that respects self and others.
• Students will learn and practice behaviors which exemplify personal/social character traits of constructive competition, initiative, and leadership in controlled settings.

Library and Media

• Develop an understanding of library organization and Dewey Decimal System.
• Understand library rules and procedures for check-in, check-out, and shelving.
• Discover genres of books and why books fit into each genre as well as discovery of new genres for each student to read.
• Knowledge of what reading out loud is like and the difference between reading out loud and reading to one’s self.
• Develop a love for reading and a deep understanding of libraries that can be used for both study skills and personal enjoyment in the future of each student.

Elementary Spanish Curriculum Overview

Studies show that students who start taking foreign-language classes at an early age greatly improve their chances for native-like pronunciation and a high level of proficiency later on. At St. Regis, elementary-age students start to develop at an age-appropriate pace the four skills of language learning: listening, speaking, reading, and writing. The goal of the St. Regis Elementary Spanish program is to help students transition smoothly and successfully into the Academy Spanish program.

Lower Elementary:

• Students are introduced to basic vocabulary and expressions which become increasingly more complex.
• Students transition from vocabulary recognition to verbal usage of words and expressions.
• Listening and speaking skills are targeted primarily. Reading is incorporated in 2^nd grade.

Upper Elementary:

• Students continue building vocabulary while being introduced to grammar concepts that allow them to communicate in full sentences in Spanish.
• In 3^rd and 4^th grade, singular subject pronouns are introduced as well as some -ar ending verbs which students use to create full sentences.
• At the end of 5^th grade, students are able to express likes and dislikes regarding different topics, communicate in full sentences in the present tense (using all subject pronouns and-ar ending verbs,) and describe people and things using the irregular verb “ser” as well as observing the noun-adjective agreement.
• All four skills of language learning are developed: listening, speaking, reading, and writing.

It is the goal of the St. Regis Academy Spanish program that all participants that have been enrolled from grade 6 through 8 will be able to enter an Honors Spanish program at the high school of their choice. Students who would like to explore another language upon entering high school will have acquired the study skills and vocabulary practice necessary to be successful in whichever foreign language they choose.

6^th Grade Concepts:

• All Subject Pronouns
• Adjective Agreement
• Telling Time, places, body parts and food
• simple future tense
• verb tener family and idioms
• -AR/-ER/-IR verb conjugations
• verbs ser, ir, gustar, and doler

7^th Grade Concepts:

• verb estar, and present progressive with estar
• location, emotion, clothing
• irregular verbs (yo-go)
• stem-changing verbs, direct object pronouns
• demonstrative and possessive adjectives
• indirect object pronouns

8^th Grade Concepts:

• ser vs. estar
• saber vs. conocer
• all regular preterite
• verbs ir and ser in the preterite
• comparisons, reflexive verbs, and affirmative tú commands