Language Arts

Our language arts curriculum is organized around compelling literary works. A steady diet of literature from the earliest years provides the child with significant content through which the language competencies of listening, speaking, reading and writing are developed in an integrated and meaning-centered fashion.

GOALS

A. Apply strategies to apply meaning from oral, written and visual material.

B. Express meaning effectively, competently and confidently in various spoken and written modes.

C. Exhibit responsibility in the selection of and interaction with print and non-print media for enjoyment, relaxation and learning.

D. Gain insight through listening, speaking, reading and writing into their own thoughts and experiences and those of others to clarify, shape, order and expand their thinking.

E. Appreciate various forms and styles of recognized works of literature representative of various cultures, eras and ideas.

F. Understand and appreciate language and its development through literature and the analysis of language.

Math Curriculum Overview

Maimonides Academy’s mathematics program empowers students to learn math through full participation in opportunities which allow them to estimate, calculate, question, create, recognize and apply mathematical concepts. Through the use of written materials and manipulatives, students experience a comprehensive body of meaningful, real-world mathematics.

All grade levels experience math in eight main areas: Numbers and Functions, Operations and Computation, Geometry, Measurement, Statistics and Probability, Fractions and Decimals, Patterns and Relationships, and Problem Solving.

Fifth Grade: Students will:

. Read, write and interpret Roman numerals
. Divide a decimal number or an amount of money by a whole number
. Determine the value of a function for a given member of its domain
. Know that two equivalent quantities remain equal when the same change takes place on each quantity
. Use measures of central tendency to describe data
. Determine the circumference of a circle using direct measurement
. Create different ways to extend patterns
. Use “if…then” statements

Sixth Grade: Students will:

. Demonstrate an understanding of perfect squares and perfect cubes
. Use knowledge of fractions in problem solving situations
. Use calculators or computers to explore number patterns
. Identify a number sentence as open, true or false; and supply a replacement for the variable that makes the sentence true
. Formulate and test hypotheses concerning a situation to be examined
. Determine the probability of simple events
. Use knowledge of points, lines, line segments, rays, angles, perpendicular lines and parallel lines to examine geometric figures and component parts
. Use knowledge of time zones to solve problems
. Use the vocabulary of logic accurately in speaking and writing

Seventh Grade: Students will:

. Define rational numbers
. Convert among percent, fractional and decimal equivalents
. Recognize and explore patterns in the environment (music, art, nature)
. Use linear equations to solve a variety of problems (ratio, proportion, percent)
. Compute mean, median, mode and range for a set of data using calculators when appropriate
. Express the probability of an event as a ratio or fraction
. Classify triangles by sides and angles
. Understand the approximate nature of measurement and the degree of error using the concept of rounding
. Analyze the reasoning involved in simple flow charts

Eighth Grade: Students will:

. Perform operations with any subset of the set of real numbers
. Solve equations and inequalities involving absolute values
. Use tables and graphs to describe functions
. Recognize and use the vocabulary associated with polynomials
. Distinguish between sample and population
. Demonstrate an understanding of the difference between dependent and independent events
. Use the properties of angles, triangles and similar triangles to solve problems
. Use absolute values of real numbers to measure lengths of line segments
. Recognize and use number properties as justifications in algebraic proofs

Science Curriculum Overview

The philosophy of the Science program is built around the core understanding that all children are innately curious, therefore, natural-born scientists. Nurturance and development of students’ innate curiosity into critical thinking and problem-solving skills is facilitated by the guidance of professional staff who design and manage an appropriate learning environment and experience.

Scientific knowledge is best acquired through hands-on, inquiry based instructional activities experienced within an ethical context that promotes social and environmental responsibility. Therefore, our science program keeps the aforementioned philosophy and expectations for learning at the core of its curriculum. The curriculum is modeled after the Caltech Precollege Science Initiative and the Pasadena Unified School District’s elementary and middle school science programs. These programs are in response to past and present research findings. The science curriculum is designed to meet or exceed the California Science Framework and the National Science Education Standards. Content includes developmentally appropriate explorations of earth and planetary science, life science, physical science and technology.

The skills that students need to successfully engage in hands-on, inquiry based investigations and experiments are a major focus of the science program. These skills are collectively referred to as science process. They include making observations, classifying, using number, communicating, using space/time relationships, measurement, making predictions and drawing inferences. The remaining six skills, considered integrated process skills, are introduced and developed through the 8th grade. This group includes formulating hypotheses, controlling variables, conducting experiments, defining operationally, interpreting data and formulating models.

To meet the objectives of the curriculum a combination of three commercially available product lines have been adopted. Units consist of 8 to 10 weeks’ worth of developmentally appropriate lessons and activities. In addition, integration of the science curriculum with other content areas is encouraged.

The science curriculum integrates technology primarily in the middle school grades. While younger students may choose to use calculators and word processing, it is not a specific requirement. Older students use both spreadsheets for data collection, organization and interpretation, including graphing. Rather than rely solely upon technology, students are to first acquire and master the basic skills technology often tends to supplant.

Students are informed of the performance requirements at the start of each academic year and/or unity of study. The nature of the hands-on, inquiry based curriculum—exploration, trial and error, open-ended, and self-directed activities—insures active student involvement in the learning process.

The science program lends itself to accommodating all learning styles and preferences. Seldom do special academic needs require modification of the curriculum or specific instruction. If such a need is identified, teachers are free to make appropriate accommodations.

Assessment is an ongoing integral part of instruction allowing for the accommodation of “teachable moments.” Assessment methods can be grouped into categories: embedded—hands-on, pictorial, and reflective; matched pre- and post-unit—generates two sets of comparable data; and traditional instruments—vocabulary based quizzes and test comprised of fill-in-the-blank, matching short answer and essay questions. Units for lower elementary grades utilize embedded performance assessments. Strategies for upper elementary grade level units may include: embedded, pre- and post-unity assessments, and traditional instruments. Middle school units utilize all three types. To facilitate both learning and assessment upper elementary and middle school students are required to keep a science journal. All assessment strategies are designed to evaluate student acquisition of science concepts, skills and attitudes.

A current goal is to incorporate science-related field trips, corresponding to different units of study, for each grade level. A connection between classroom experiences and the “real world” is the objective.

Social Sciences

Our strong social sciences program helps all students to develop their full potential for personal, civic and professional life. The curriculum for young students is centered in a core of historical and geographical knowledge, emphasizing ethics and democratic values. It helps students better understand themselves and others and to develop judgment, perception, civic pride and responsibility.