1. education
2. school

“I love coming to school.”
Kindergarten
Curriculum Guide
Freedom
to flourish
At Trinity, our students have opportunities to discover and
explore. Their innate intellectual curiosity is sparked in an
academically rigorous and age-appropriate environment.
Trinity School’s Capacities for 21st
Century Learning
Critical thinking and problem solving
Collaboration and leadership
Initiative, action, and service
Strong oral and written communication
Analysis and synthesis of information
Creativity, curiosity, and imagination
TRINITY CURRICULUM GUIDE
Trinity School provides an exceptional educational experience
for all of its students by personalizing learning and placing “The
Child at the Center.” Talented and inspiring teachers implement
creative lessons that encourage students to delight in learning.
The curriculum, designed by teachers and administrators,
ensures that students learn age-appropriate material and
experience dynamic learning. Instructional methods allow
students to gain knowledge of various content areas and also
to unearth passions and
discover the excitement, richness, and joy of learning. This
approach fosters deep levels of meaningful understanding
which connects to a solid academic foundation.
Children in elementary school will certainly acquire knowledge
of language arts, mathematics, science, social studies, world
coupled with essential academic skills enable each child to
achieve his or her unique potential. Trinity’s Capacities for 21st
Century Learning are intentionally infused in the day-to-day
Trinity experience. Our Mission Statement states that we seek to
prepare each child to “become a responsible, productive, and
compassionate member of the expanding global community.”
Teachers do so with careful attention to content knowledge,
academic skills, and Trinity School’s Capacities for 21st
Century Learning.
This Curriculum Guide is designed to provide general
understanding of school-wide curriculum. It does not articulate
every skill, topic, concept, or experience, but instead serves to
illustrate how learning builds each year to provide children with
a comprehensive, challenging, and child-centered elementary
education. This guide also provides a sampling of skills and
concepts to provide a picture of grade-level experiences.
A number of events, including Back-to-School Night and the
Specials Curriculum Seminar, provide teachers the opportunity
grade levels.
Contact Dawn Pile, Early Elementary Division Head; Maryellen
Berry, Upper Elementary Division Head; Jill Gough, Director of
issues related to curriculum and instruction.
Three-Year-Olds
The Total Trinity Experience begins with the Three-Year-Old
Program. A daily routine gives our youngest elementary
students a sense of security, but spontaneous opportunities for
learning both in and outside of the classroom occur regularly.
From visiting the Overend Media Center to venturing to the
and challenge these young learners. A child-centered
environment matches the growing skills and competencies of
students’ individual needs while at the same time inviting openended exploration. Learning through play, nurturing socialare hallmarks of Trinity School’s Three-Year-Olds program.
LANGUAGE ARTS
MATH
• Plays with language using rhyme, songs, and chants
• Uses small manipulatives to strengthen muscles for a proper
grip for writing
• Engages in role play and drama
• Recognizes own name
• Begins to express needs, feelings, and ideas using
appropriate vocabulary
• Builds phonemic awareness through listening and
speaking activities
• Practices one-to-one correspondence
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• Builds a basic vocabulary of measurement (e.g., short, long,
heavy, light, full, empty)
• Is introduced to use of calendar, measurement, time, graphing,
and predictions
• Begins to recognize two-dimensional shapes in the environment
SOCIAL STUDIES
• Develops a spatial vocabulary (e.g., up, down, between,
over, under)
• Is introduced to various community helpers
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• Recognizes role of self in relation to family, peer group, school,
and greater community
• Explores and celebrates diverse cultural traditions and holidays
CHARACTER EDUCATION
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Learns about friendship
Learns and practices self-control through various experiences
Explores values through literature
Is guided to appreciate others
SCIENCE
• Is exposed to the concept of the sun as a light source
• Explores nature (living, non-living, and dead)
• Learns how weather affects daily living and the concept of the
four seasons
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communication, measurement, and prediction
COOPERATIVE LEARNING
• Begins to play cooperatively with peers
• Learns responsibility through class jobs
• Is introduced to social skills regarding friendships, learning, and
behavior
• Learns to share physical space and materials in group play
Pre-Kindergarten
With help from the runaway “gingerbread man” during the
acquainted with all of the places and faces at Trinity School!
Teachers focus on helping children develop a strong sense of
self and healthy relationships with others, thus Pre-K students
possess pride in themselves, their friendships, and their work.
The Pre-K Olympics, one of Trinity’s most beloved traditions, is a
highlight not only for students and parents, but also for the entire
school community. This event allows these young learners
to shine as they demonstrate their learning about various
countries and display their athleticism.
LANGUAGE ARTS
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Recognizes and creates rhymes
Begins Handwriting Without Tears
Speaks clearly with age-appropriate articulation
Draws a picture of a personal experience and dictates story
to match
• Communicates using complete sentences and
descriptive words
• Is introduced to elements of a story
SOCIAL STUDIES
• Continues to develop a spatial vocabulary (e.g., up, down,
between, over, under)
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• Explores and celebrates diverse cultural traditions
and holidays
• Learns about various countries around the world through Pre-K
Olympics
CHARACTER EDUCATION
• Continues to distinguish between right and wrong
• Recognizes and practices behaviors of a good friend
• Continues to be aware of and apply playground and schoolwide rules
• Explores values through literature
• Understands the relationship between behavior and
consequences
• Respects feelings and needs of self and community
Kindergarten
With countless opportunities to “delight in discovery,”
Kindergartners are passionate about each day as a Trinity
student. Through writing personal journals, playing letter and
word games, and sharing literature in large and small groups,
this language-rich environment provides the foundations for
early reading. Children’s interest in the world around them
guides classroom instruction and inquiry-based learning
experiences. Highlights of the Kindergarten year include
focusing on the impact of hunger on a community, caring for
newly hatched eggs and becoming “Chick Masters,” and the
much anticipated 100th Day of School.
LANGUAGE ARTS
MATH
• Utilizes phonemic awareness and phonics as a beginning step
of reading
• Learns what good readers do (e.g., beginning letter sounds,
language patterns, picture clues)
• Begins to include beginning, middle, and ending sounds in
their writing
• Keeps a Writer’s Notebook to record thoughts and ideas
• Begins to develop spatial awareness in handwriting (e.g.,
keeping letters on a line, using space between words)
• Recognizes numbers to 110, counts to 110, and writes numbers
to 20
• Tells time to the hour
• Estimates, adds, and subtracts using concrete objects
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• Begins to develop a measurement vocabulary (e.g., height,
weight, and temperature)
• Explores standard and non-standard units of measurement
SOCIAL STUDIES
• Explores characteristics of a global community
• Compares experiences and celebrates traditions of children
and families within own community and around the world
• Develops respect for the rights of self and others
CHARACTER EDUCATION
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Continues to implement self-control
Develops independence and responsibility
Explores values through literature
Is given opportunities to develop dependability and reliability
SCIENCE
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• Is introduced to life cycles of animals and plants
• Learns about maintaining a healthy body and a healthy world
• Investigates physical world such as different forms of matter
and changes in light and shadow
• Observes changes of weather and seasons
COOPERATIVE LEARNING
• Experiences working in pairs or small groups
• Begins to develop good sportsmanship
• Develops listening and oral communications skills and
responds appropriately
• Is guided to appreciate others
First Grade
A toothless grin, an innate desire to read, and an unbridled
curiosity are certainly characteristics of Trinity School First
Graders. A year of tremendous growth and development, First
Grade allows students to gain independence and develop
cooperative learning groups are utilized by teachers to teach
both content and group skills. By the end of the year, students
enthusiastically participate in teams and desire to be leaders
and strong group members. As the oldest students in the Early
Elementary Division, First Graders are role models for the younger
students and delight in the opportunity to be the “Big Kids.”
LANGUAGE ARTS
MATH
• Learns phonics through Orton-Gillingham-based approach
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comprehension (through oral, guided, shared, and
independent reading)
• Applies spelling rules and letter sounds to move from inventive
spelling to traditional spelling
• Uses PowerWriting structure to express ideas
• Is exposed to different genres of writing
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SOCIAL STUDIES
• Is introduced to the compass rose, cardinal directions, and
various map types
• Explores U.S. neighbors and global community
• Investigates Georgia through research and exploration
CHARACTER EDUCATION
• Understands and applies knowledge of right and wrong
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• Explores values through literature
• Develops a sensitivity to and acceptance of differences
in people
• Participates in friendship groups
Counts by 2s, 5s, 10s to 110
Tells time to the half-hour
Is introduced to two and three-dimensional shapes
Learns basic addition and subtraction facts
Is introduced to simple word problems
Recognizes and counts coins of various values
Is introduced to reading tables and graphs
SCIENCE
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• Learns about a healthy body: major organs, nutrition, exercise,
and dental hygiene
• Explores properties of matter such as balancing and weighing
COOPERATIVE LEARNING
• Is introduced to individual roles within a group (time keeper,
gaffer, reader, and recorder)
• Understands and participates in leadership roles within
the classroom
• Demonstrates cooperation in completing a group task
• Recognizes and respects differences in other
Second Grade
An exciting year awaits Second Grade students as they
transition from the Early Elementary Division to the Upper
Elementary Division. To aid in the transition, these students
receive plenty of care and attention from their base classroom
and specials teachers. With a focus on study skills and the
responsibility of keeping an organized binder, Second Graders
cooperative base groups and conducting community service
projects are ways in which these students develop greater
interdependence and gain an understanding of citizenship.
and Native American Trade Day are just a few of the rites of
passage our Second Graders experience.
LANGUAGE ARTS
• Develops and writes simple Powergraph with transitions
and indentation
• Applies selected spelling rules
• Transitions from learning to read to reading to learn
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guided reading
• Uses the writing process to develop and write narrative,
• Begins to use eye contact, appropriate rate of speech, and
SOCIAL STUDIES
• Uses basic map skills
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to grasslands
• Studies the native peoples of Georgia and the United States
CHARACTER EDUCATION
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• Recognizes healthy and harmful friendship choices
• Communicates and expresses feelings in an
appropriate manner
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• Develops a sensitivity to differently-abled and diverse people
MATH
• Memorizes and quickly retrieves addition and subtraction facts
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• Solves simple word problems
• Understands place value concepts through the
hundreds place
SCIENCE
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• Studies the grassland ecosystem: living things, physical
geography, and human impact on the environment (positive
and negative)
• Explores light, sound, and heat as forms of energy
• Learns about various environmental issues
COOPERATIVE LEARNING
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base groups
• Practices roles and explores dynamics within a group
• Participates in paired and small group research projects
• Appreciates and respects the ideas of others
Third Grade
Third Grade is the magical year when children realize the
power of their own writing, thinking, and learning. They
improve in time management and organization skills, which
allow them to move toward becoming independent learners.
A greater emphasis is placed upon following multi-step
directions and thinking critically which allow students to
move from concrete to abstract thinking. Students begin to
utilize life experiences, develop a deeper understanding of
concepts and the world around them, and connect those
experiences to the experiences of others. Reading between
the lines, Third Graders have increased comprehension and
start to recognize the subtleties of humor. The Living Museum,
highlights of the Third Grade year.
LANGUAGE ARTS
MATH
• Incorporates greater detail in writing
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• Applies acquired spelling rules and strategies in writing
• Applies new strategies to writing for clarity and power
• Develops automaticity of mathematical skills
• Is introduced to multiplication and division (memorization
of facts)
• Begins to identify types of lines (e.g., rays, parallel, and
perpendicular)
• Explores multi-step problem solving and various problem
solving strategies
• Is introduced to expressing mathematical relationships using
equations
• Represents data using tables and graphs
SOCIAL STUDIES
• Investigates contributions of explorers to North America
• Compares and contrasts belief systems of England and the
colonists
• Compares and contrasts aspects of colonial life in North
America leading up to the Revolutionary War
• Simulates daily activities of colonial life
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CHARACTER EDUCATION
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• Develops the concept of truth (truth vs. lies)
• Develops an awareness of elements that affect a sense of self
SCIENCE
• Studies the mountain ecosystem: living things, physical
geography, and human impact on the environment (positive
and negative)
• Explores force, motion, simple, and complex machines
• Asks questions about the world and develops and tests
hypotheses
COOPERATIVE LEARNING
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• Demonstrates good sportsmanship
• Uses listening skills and responds appropriately
• Deepens respect for and an appreciation of the differences
in others
Fourth Grade
Reaching double digits in age, Trinity Fourth Graders are able
to recognize, establish, and act on the many connections
between curricular subject areas. Students solidify basic skills
and are challenged to explore personal passions while taking
risks both in and outside of the classroom. Through cooperative
learning activities, students begin to value their personal
contributions to the whole group and recognize the need
for others in working towards a common goal. With greater
awareness of self and others, Fourth Graders begin to establish
their identity as individuals. At this critical time, they receive
support in managing diverse personalities and changing
friendships through class meetings and work with the Advisory
Counselor. The Wagon Train simulation is a hallmark of the
Fourth Grade experience.
LANGUAGE ARTS
MATH
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Engages in deep reading and discussion of class novels
Supports opinions using evidence from text
Develops oral and written presentations using various media
Develops increased vocabulary and recognizes how word
choice improves writing
SOCIAL STUDIES
• Is introduced to geographic terms related to forests (e.g., tropical,
temperate, and forest)
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• Investigates unique characteristics and locations of each of the
50 states
• Understands the causes and effects of The Civil War
• Learns about the various impacts of immigration and
industrialization on the growth of the United States
VALUES (CHARACTER EDUCATION)
• Develops an awareness of elements which affect a sense of self
• Establishes and shows an appreciation for relationships
• Explores various strategies to develop positive decision making skills
STUDY SKILLS
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• Uses table of contents, title, subtitles, index, and glossary effectively
• Learns techniques for test preparation and goal-setting
solving skills
• Explores place value of whole numbers and decimals
• Adds, subtracts, multiplies, and divides whole numbers
• Adds and subtracts decimals
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• Represents data using a variety of tables, diagrams, and graphs
• Predicts the probability of outcomes of simple experiments
• Understands, compares, adds, and subtracts fractions
SCIENCE
• Studies weather patterns and their effect on the world
• Learns about physical health and wellness
• Studies various forest ecosystems with attention to living things,
physical geography, and human impact on the environment
(positive and negative)
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• Designs and implements tests to determine what plants need to
survive and thrive
COOPERATIVE LEARNING
• Participates in group research projects
• Is guided to become more honest, dependable, and reliable as
a group member
• Begins to set individual goals and team goals to accomplish
• Appreciates and respects the ideas and differences of others
• Demonstrates good sportsmanship and manners
Fifth Grade
Fifth Grade, a year of growing leadership and accountability,
away from their base classrooms to learn from specialists in
performance, “The Nutcracker.” A comprehensive study of
LANGUAGE ARTS
• Begins to understand literary elements as conventions in reading
and writing
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pieces (e.g., personal narrative, journalism, poetry, and memoir)
• Examines word choice to develop accuracy and precision
of language
• Integrates reading strategies to gain meaning of, appreciate,
and respond to literature
SOCIAL STUDIES
• Understands cause and effect with regard to historical events
• Recognizes the role religion, geography, and leadership
played in shaping cultures
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expansion of nations
• Explores cultures and nations using a variety of primary and
secondary sources
VALUES (CHARACTER EDUCATION)
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stressful situations
• Examines the role individuals play in the development
of community
• Demonstrates dependability and reliability and understands
• Explores the qualities of a leader and is offered opportunities
for leadership within the community
• Participates in regular Values and Leadership classes
STUDY SKILLS
• Establishes an organizational system (paper and digital)
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• Is exposed to a variety of note-taking, study, time management,
and test-taking skills
Ancient Greece allows students to work collaboratively to
learn about various aspects of Greek history, geography,
and culture, culminating in the Greek Olympics of the Body
and Mind Competition. Fifth Graders are members of the
“Leadership Class in Training” and have the opportunity to
serve on Trinity’s Student Council and take on a variety of
responsibilities related to the school community.
• Is taught procedures to create projects that demonstrate content
and creativity
• Learns active learning and listening skills
MATH
• Performs calculations with whole numbers, fractions, and
decimals
• Understands and calculates basic percentage
• Uses exponents and integers
• Applies the order of operations to complex
mathematical expressions
• Understands and uses both metric and standard units
of measurement
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• Collects, organizes, analyzes, and graphs data
• Explores geometric properties and relationships
SCIENCE
• Studies fresh water ecosystems: living things, physical
geography, and human impact on the environment (positive
and negative)
• Begins to test hypotheses using controlled experiments
• Explores magnetism and electricity
• Participates in River Kids
• Investigates the parts and major functions of the human skeletal,
muscular, and nervous systems
COOPERATIVE LEARNING
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• Travels to Camp Will-A-Way and Rabun Gap, GA, for outdoor
education trips
• Participates in collaborative learning activities to gain greater
understanding of group dynamics
• Creates short-term goals for long-term projects
Sixth Grade: The Leadership Class
Reaching the pinnacle of the Total Trinity Experience,
Sixth Graders are members of the Leadership Class.
This culminating year centers on building skills that allow
directed, and passionate learners and leaders. Relishing the
experiences associated with the Sixth Grade year, students
leave Trinity with a sense of pride and accomplishment.
Acting as tour guides for prospective parents, serving as
mentors for their “little kids,” participating in an opera at the
end of the year, completing a multi-disciplinary Capstone
Project, and engaging in a weeklong outdoor education trip
to Jekyll Island are among the memories of Sixth Grade that
the graduates will cherish.
LANGUAGE ARTS
• Develops greater inferential, critical, and appreciative
comprehension skills
• Responds independently to a variety of texts
• Analyzes and applies literary elements
• Uses writing to communicate for a variety of purposes (e.g., to
persuade and to inform)
• Conducts an interest-based research project using formal
research method
• Engages in Trinity Capstone Project which utilizes application,
analysis, synthesis, and evaluation skills
• Rehearses and delivers oral presentations with a focus on body
language, articulation, and time constraints
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SOCIAL STUDIES
• Studies the development of empires (e.g., Roman, Islamic,
and African)
• Compares and contrasts the development of culture in
ancient civilizations
• Appreciates and studies the impact of religion (e.g., Judaism,
Christianity, and Islam)
• Understands the effects of geography on culture
• Recognizes people’s interdependence through trade, division
of labor, and resources
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MATH
• Develops and applies multiple strategies for solving problems
• Computes rational numbers including integers
• Introduces pre-algebra concepts including solving
multi-step equations
• Solves problems using ratio and proportion
• Continues geometry including using the Pythagorean
appropriate units
• Explores the full mathematics spectrum, moving beyond basic
facts to understanding and justifying solutions to problems
(e.g., real-world word problems, Jekyll Math Trail, and Atlanta
Math Trail)
• Converts among fractions, decimals, and percents
• Collects data and uses data analysis and graphs in “The
Typical Trinity Student” collaborative project
Sixth Grade: The Leadership Class
(Continued)
CHARACTER EDUCATION AND LEADERSHIP TRAINING
STUDY SKILLS
• Explores the qualities of positive leadership and participates as
a leader in the school-wide community
• Develops a concept of honesty as an intrinsic reward and how
it relates to one’s character
• Investigates causes and effects of prejudice and discrimination
in history and as a part of daily life
• Participates in regular Values and Leadership classes
• Chooses theme for the school year and supports community
understanding of theme through ongoing activities and
presentations
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• Increases self-awareness as a learner through personal
SCIENCE
• Studies the marine ecosystem: ocean chemistry, physical
geography, physics of waves, currents, ocean’s impact on the
land and weather, and human impact on the ocean
• Completes study of human body systems: digestive,
circulatory, respiratory, and human growth and development
• Explores chemistry through the study of characteristics of
matter, atomic structure, the Periodic Table, and formation of
compounds
COOPERATIVE LEARNING
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base groups
• Travels to Jekyll Island and Camp Twin Lakes for outdoor
education and leadership trips
• Participates in collaborative learning activities to gain greater
understanding of group dynamics
• Utilizes time management and project planning skills with
greater independence
• Practices effective test-taking skills and is guided to utilize
different strategies for standardized tests such as the SSAT
• Learns a variety of note-taking techniques
• Chooses an appropriate vehicle for communicating a
thorough understanding of content
• Analyzes active listening skills and practices listening to others in
a variety of contexts
• Applies time management and study strategies for tests and
cumulative exams
TECHNOLOGY AND DIGITAL CITIZENSHIP
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support learning
Practices independent and responsible use of technology at
school and home
Creatively uses technology in a personalized and
academic manner
Builds positive digital footprint with the use of various
Web 2.0 applications
Gains greater responsibility regarding the features and risks
of technology
Special
Programs
Special Programs are an integral part of the Total Trinity
Experience. Through a diverse collection of specialty-focused
curricular areas including Art, Music, World Languages, and
Physical Education, students are able to explore a variety of
disciplines and discover their strengths in different areas. Trinity’s
Special Programs are designed to connect purposefully with
school-wide curriculum in order to extend learning beyond the
base of classroom walls.
Art
From creating potato stamps as a Three-Year-Old to capturing
the art program at Trinity School builds on a child’s natural need
for self-expression and sense of wonder. At the younger ages,
students experience art through exploration – from looking
at images and symbols in art to observing illustrations from
children’s literature as works of art – as well as through integration
within the base classroom. The elements of art (e.g., color, shape,
texture) and principles of design (e.g., balance, proportion,
pattern) are pervasive throughout the program, and students
learn how to incorporate these into their own masterpieces! The
small groups in art class provide opportunities for individualized
attention and personalized instruction.
THREE-YEAR-OLDS
THIRD
• Begins to share initial response to a piece of work
• Expresses ideas through drawing
• Is introduced to a variety of materials
• Is introduced to proportion in art
• Is introduced to images, symbols, motifs, and themes in Early
American art
• Uses a variety of mediums and processes to create artworks
PRE-KINDERGARTEN
• Manipulates clay
• Is exposed to artists from various countries
• Draws with a variety of materials
KINDERGARTEN
• Begins to identify similarities and differences in works of art
• Uses art as a visual record of personal experiences
• Mixes primary colors to make secondary colors
FIRST
• Begins to express ideas through collage
• Begins to identify the medium to create art work
• Is introduced to a variety of artists and their styles
SECOND
• Is introduced to color theory
• Uses a variety of art tools and materials
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with evidence
FOURTH
• Is introduced to carving tools in the printmaking studio center
• Recognizes form as being a three-dimensional object with
height, width, and depth
• Creates artworks with personal meaning
• Begins to interpret the mood of artworks
FIFTH
• Introduced to the darkroom and the photographic
development process
• Begins to explore perspective in drawing
• Studies the art of ancient civilizations
• Begins to analyze artworks using the elements of art and
principles of design
SIXTH
• Studies black and white photography
• Interprets artists’ meaning, mood, and symbolism
• Creates artworks which express individual viewpoints
Choice Art Studio for Third through
Sixth Grade
Trinity’s Upper Elementary Division Choice-Art Studio is based
on the principles and practices of the nationally recognized
Choice-Based Art Education and TAB – Teaching for
Artistic Behavior.
In choice-based learning and teaching, all students are
their own path of inquiry. This open-ended structure allows
expression over time. By putting decision making in the hands
of the student, many higher order thinking skills are required
of the learner. Students justify their choices through class
discussions, journals, artist statements, and portfolio reviews.
to deeper thinking and more complex content for art making
in any media.
Studio centers constantly change and evolve in the art
studio. There are designated areas which may include
drawing, painting, collage, construction, clay, architecture,
printmaking, textile arts, stitchery, digital art, photography,
research, and reading.
Enviroscape
Trinity School is dedicated to the stewardship of our
environment both locally and globally. The School is situated
on 43 acres of property, 32 of which are undeveloped for
children’s play and outdoor learning. Closest to the building,
the Discovery Playground and the Discovery Gardens offer
students a place to delight in the natural world. Discovery
Woods, complete with a hiking trail and a small stream,
provides many additional areas for inquiry and investigation.
Units of study with formal outdoor education lessons, time
for play, and instruction in gardening and harvesting teach
children to respect our natural environment. These lessons
are infused throughout the curriculum. Naturally, the science
classes provide a core foundation for these studies, yet lessons
about Trinity’s Enviroscape and the global environment truly
extend beyond the classroom walls. The Parent Green Space
Committee, the Faculty Enviroscape Committee, and the
Facilities Team provide additional support for the learning that
occurs on the 32 natural acres of school property.
EXAMPLES OF ENVIROSCAPE-INSPIRED LEARNING:
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Discovery Gardens
Reduce, Reuse, Recycle Initiatives
Composting
Outdoor Classrooms
Outdoor Education (River Kids – Fifth Grade, Jekyll Island –
Sixth Grade)
• Participation in environmental challenges (e.g., Green
Cup Challenge)
Music
Music Education at Trinity School is aesthetic education in
action. The approach is child-centered and engages the body,
mind, spirit, and soul. It is a movement-based program using
the whole body as an expressive instrument for the exploration
and understanding of the elements of music. The imagination is
celebrated and the multiple intelligences are honored as children
develop their musical and artistic sensibilities. Trinity’s approach,
based on the study and merging of three highly developed
philosophies (Kodaly, Orff Schulwerk, and Dalcroze Eurhythmics),
is established so that all children can achieve a high level of
THREE-YEAR-OLDS
THIRD
• Learns a variety of songs that include those associated with
classroom themes
• Is introduced to instruments that accompany their singing
• Begins to explore steady beat
• Begins to create movement to songs
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PRE-KINDERGARTEN
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Is exposed to idea of keeping rhythm
Continues to create movement to songs
Learns songs associated with units of study
Begins folk dancing
KINDERGARTEN
• Begins to learn the pitches (so, la, mi, and do)
• Continues to learn folk dances
• Continues to keep rhythm while using instruments
FIRST
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Learns to sequence multi-steps of various dances
Begins to hear, sing, and identify intervals of pitch with hand signs
Learns rhythmic patterns
Begins to match pitch
SECOND
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Develops the understanding of music elements through movement
Reads and writes rhythm patterns
Sings folk songs from the U.S. and other countries
Participates in the holiday program and Sixth Grade Opera for
Explores expressive movement and simple-patterned dance
Reads simple melodies
Sings patriotic and seasonal songs
Creates rhythmic patterns for ensemble playing
FOURTH
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Begins playing the recorder and Orff instruments
Practices synchronization with various instruments
Is introduced to following a musical score
Sings multicultural songs and practices dances from around
the world
• Composes songs using music technology
FIFTH
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Creates melodies with recorder and Orff instruments
Follows a musical score for unison, two-, and three-part harmony
Sings a variety of songs in cultural and historical context
Performs “The Nutcracker” for the student body
SIXTH
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Is introduced to the alto recorder
Creates drum ensembles to accompany songs and dances
Sings a variety of songs associated with our American heritage
Takes part in performing an opera
Physical Education
The goal of Physical Education is to develop physically
educated individuals who have the knowledge, skills, and
program strives to instill a positive self-concept and healthy
lifestyle through a developmentally appropriate curriculum
and teacher modeling. The goal is to foster a strong internal
connection between the mind and the body so that each
child can achieve success both individually and in a group
setting. Building an environment that fosters care, empathy,
and mutual respect enables students of all ability levels to thrive
and achieve their own unique potential. Through a balanced
approach to competition and teamwork, an intentional focus
on P.E. enables students to gain strategies for healthy living,
positive leadership, and sportsmanship in a variety of settings.
THREE-YEAR-OLDS
SECOND
• Learns how bodies move
• Begins to take turns
• Is introduced to basic loco-motor skills (e.g., walk, run, hop,
slide, and jump)
• Learns how to move within their physical space
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• Participates in more complex group activities focusing on
teamwork, strategies, and sportsmanship
PRE-KINDERGARTEN
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• Concentrates on and develops greater body control
• Participates in the Pre-K Olympics
• Becomes aware of how the body is affected by different
intensities of exercise
• Practices basic skills used in sports
• Participates in team building activities in small groups
KINDERGARTEN
FOURTH
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• Is introduced to various stretches and exercises
• Is introduced to simple organized games
• Manipulates various types of equipment to reinforce
skill development
• Works on building endurance to participate in increasingly
longer runs
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• Participates in team building activities in small and large groups
FIRST
• Sets individual goals for muscular strength, muscular
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• Participates in a variety of stretches and exercises
• Is taught basic technique of various skills (e.g., catching,
kicking, dribbling, and dancing)
THIRD
FIFTH
• Learns strategies associated with various sports and games
• Participates in “Olympics of the Body”
SIXTH
• Applies understanding of sportsmanship in competitive situations
• Focuses on tactical strategies used in various sports
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striking games (e.g., volleyball and golf)
• Participates in Sixth Grade vs. Faculty and Staff competitions
Technology
Trinity’s technology curriculum is designed to promote technical
and informational literacy as well as critical thinking, problemsolving, and decision-making skills outlined in our Capacities for
21st Century Learning.
At Trinity, we recognize that technology is multi-disciplinary
by nature and has applications that apply in all types of
environments. Our curriculum seeks to encourage academic
success by surrounding technology tools and applications
into the teaching and learning practice rather than attempting
to teach skills in isolation. This real-world methodology allows
classroom teachers to enrich the learning process, deepen
the academic experience, and present students with the
skills necessary to develop success. Because of this, students
become actively engaged in the learning process and learn to
our digital world.
THREE-YEAR-OLDS AND PRE-KINDERGARTEN
• Exposed to technology in small groups and through
teacher modeling
• Utilizes iPads and applications for learning and creative play
KINDERGARTEN
• Introduced to various age-appropriate devices and
software applications
• Introduced to technology through classroom integration and
teacher modeling
• Utilizes iPads and applications during class time in small groups
• Utilizes computers and external mice during World Languages
FIRST THROUGH SIXTH GRADE THEMES AND UNITS
• Visits Idea Lab once during each scheduled rotation
(First - Fourth)
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While formal technology integration occurs in First through Fourth
Grade and takes place in the Idea Lab, informal instruction is
integrated into classroom activities throughout the grade levels
in order to promote organic and safe use of technical tools.
At Trinity, the technology curriculum aligns with the classroom
standards, curriculum, and instruction. This allows for full
integration of classroom skills and creates purposeful application
of technology. The Idea Lab houses an Interactive Whiteboard,
20 MacBook Airs, and has access to a class set of iPads for all
students to use. In the Early Elementary Division, there are 2-4
iPads in the classrooms. Second through Fourth Grades have
a cart with 21 iPads, for creating a 1:1 iPad environment, or to
collaborate in a project based learning activity. Fourth Grade
has 10 MacBook Airs in each classroom. The Fifth and Sixth
Grade 1:1 computer program provides students with consistent
access to technology, both at school and at home.
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Research Skills and Authenticity
Presentation Skills and Tools
Creativity Applications
Web-based Tools
Multi-media Applications
Computer Literacy classes
World Languages
Trinity’s World Languages Program is an innovative one that
meets the School’s goals of promoting personalized learning and
problem solving, student-directed learning, and self-pacing.
As a community of learners, we have grown and stretched
together as we’ve sought to combine the power of technology
– and necessary 21st Century learning skills – with the traditional
approach to language acquisition and development.
The study of a language and culture other than one’s own has
become an increasingly important area of learning for children in
this century. As our children enter a world that has grown rapidly
interconnected, Trinity is aware of the many cultural, social, and
Trinity’s World Languages program for 2013-14 is entering its next
Consistent with the 21st Century language learning standards
established by the American Council on the Teaching of Foreign
Language (ACTFL), Trinity’s World Languages program is rooted in
the “5 Cs.”
COMMUNICATION
Communication is at the heart of World Languages class whether
the communication takes place face-to-face, in writing, or
through reading. The target language is the medium for learning
as students communicate in oral and written form, interpret oral
and written messages, and present oral and written ideas to
various audiences.
CULTURES
Cultural understanding is integral to the Trinity experience as
students grow into their role as a “compassionate member of the
expanding global community.” When learning about different
cultures, students look for relationships between products,
practices, and perspectives within the culture.
CONNECTIONS
Connections to material studied in the base classroom deepen
the learning process for students. Content from other subject
areas is integrated into World Language instruction through
lessons developed around thematic units.
PROGRAM HIGHLIGHTS
· Children may take either French or Spanish.
target language.
· Rosetta Stone will be used as a supplement in the program,
because it helps personalize the learning by allowing students
to study anytime, anywhere, at their own pace. Also, the wise
use of technology is a part of how children are learning.
· Students will attend World Languages class for 45 minutes three
out of six days per rotation.
BY GRADE LEVEL
· Kindergarten: Students study a half a year of Spanish and half
a year of French.
· First Grader: With parental guidance, students choose
between Spanish and French.
· Second-Sixth: Students continue with Spanish or French. The
child may switch from the chosen language before Second
Grade, but the School’s recommendation is to stay with the
same language.
COMPARISONS
Students walk through the process of comparing and contrasting
languages and cultures. Through comparisons, students
discover patterns, make predictions, and analyze similarities and
differences across languages and cultures, which often leads to
a better understanding of their native language and culture.
COMMUNITIES
Extending learning experiences from the World Language
classroom to the home and multilingual and multicultural
community emphasizes citizenship in a global society.
* While Trinity’s World Languages Program
focuses on language acquisition through
language study in the classroom, it is not
realistic that elementary-aged children
Overend Media Center
As an integral part of the Trinity School educational structure, the
and independence in the use of library media materials, nurture
discrimination in book choices, develop information literacy
skills, and provide the opportunity to develop a life-long love
of reading. As a resource for the classroom units of study, the
Overend Media Center seeks to supply print, non-print, online,
and enrichment materials for the curriculum areas. Trinity
School’s Overend Media Center houses a collection of almost
18,000 books and 1,000 e-books, periodicals, and audiovisual
materials for students, parents, and faculty. Students utilize the
Overend Media Center for literature activities, bibliographic/skill
instruction, research opportunities, and reading enjoyment.
THREE-YEAR-OLDS
THIRD
• Has story time: Mother Goose rhymes, nursery tales, and picture
books are shared through puppets, activities, and books
• Exposed to a variety of genres
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PRE-KINDERGARTEN
• Has story time: Mother Goose rhymes, nursery tales, and
picture books
• Learns library terms: author, illustrator, and spine
• Introduced to poetry genre
KINDERGARTEN
• Story time: curriculum supported through literature, poetry and
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Practices Overend Media Center etiquette and rules
Introduced and uses online check-out
Exposed to alphabetical organization of books
Learns terms: title page, table of contents, easy picture books,
Georgia Award books
• Learns orientation of The Overend Media Center areas through
map skills and Dewey system
• Begins research with curriculum connections with attention to
reference sources
• Learns effective online research strategies and resources
FOURTH
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Newbery, and other award books
• Begins to focus on research associated with curriculum
by locating, evaluating, interpreting, and communicating
information and ideas in a variety of formats
• Learns effective online research strategies
• Uses the Overend Media Center to support and enhance learning
FIFTH
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FIRST
• Has story time: curriculum supported through literature, poetry
• Learns and uses online look-up and check-out process with
Newbery, and other award books
• Develops greater skills to locate, evaluate, and choose online
databases for research projects
• Learns effective online research strategies
• Uses The Overend Media Center to support and enhance learning
SECOND
SIXTH
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Georgia Award books
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• Expands understanding of story elements
Newbery, and other award books
• Develops greater skills to locate, evaluate, and choose online
databases for research projects
• Learns effective online research strategies
• Uses The Overend Media Center to support and enhance learning
Community Service
Trinity School believes that serving our community begins with
our youngest students and evolves as our children grow and
mature. In order for community service to be meaningful for
our students while also making an impact, Trinity’s Community
activities which are developmentally appropriate. Parents,
administration, teachers, and student leadership work
collaboratively for the design, implementation, and support of
community service.
THREE-YEAR-OLDS AND PRE-KINDERGARTEN:
THE PAJAMA PROGRAM
The Pajama Program provides new pajamas and new books
to children. Trinity students learn about the need for nighttime
comforts and donate new pajamas and books along with
student-made cards in cheerfully wrapped packages.
KINDERGARTEN AND FIRST GRADE: THE ATLANTA FOOD BANK
Trinity students donate canned and nonperishable food items
to the Atlanta Food Bank. Each class learns about hunger and
community needs and determines how they will collect cans to
support the Atlanta Food Bank. Collections vary year-to-year.
SECOND, THIRD, AND FOURTH GRADES: SHELTERING ARMS
Sheltering Arms provides service for children from three months
to Pre-Kindergarten. Trinity students will participate in a fall and
spring book drive to supply additional reading materials. Students
will also engage in activities with the children at Sheltering Arms.
FIFTH GRADE: TREES ATLANTA
Fifth Grade students serve the community through gifts of time
and service. Students work with Trees Atlanta through various
activities and projects to enhance our local community.
SIXTH GRADE: VARIOUS SERVICE PROJECTS
Sixth Graders at Trinity determine their own service projects for the
year during Values and Leadership Class. Spotlight on Art’s charity
is determined by the Leadership Class after the completion of a
Philanthropy 101 course in the fall.
Mission
Statement
The Mission of Trinity School is to create a community of learners
in which each child can acquire the knowledge, skills, and
attitudes to achieve his or her unique potential and become a
responsible, productive, and compassionate member of the
expanding global community.
4301 Northside Parkway, NW
Atlanta, GA 30327
404.231.8100 trinityatl.org