低年级的艺术课程 将孩子置于艺术创作选择的中心. Students in 1st through 5th grade experience 艺术 through the TAB or “Teaching for Artistic Behavior” approach where emphasis is placed on creating 艺术ists beyond 艺术 products. Students learn 艺术istic thinking and 艺术-making through self-direction and personal choice. 他们按照自己的节奏工作, 遵循他们自己的调查路线, 解决问题和发展技能，因为他们需要他们. 因为每个人都在从事自己的自主工作, the teacher is available to work individually or in small groups to differentiate for the diverse needs of students.

海德罗伊斯的音乐 是建立在Orff Schulwerk方法的基础上的吗. 它始于孩子们的工作，游戏! 学生的音乐素养是通过音乐的整合来建立的, 运动, 演讲, 还有从庆典中获得灵感的戏剧, 故事, 视觉艺术, 和更多的. 学生模仿, 探索, and create with personal expression and practice the skills that they need to become confident, 一生的音乐家, 以及创造性的问题解决者. 学生是活跃的音乐创作者，他们唱歌, 跳舞, 演奏录音机，有音调和无音调的打击乐器. 他们学习词汇, 音乐的概念, 如何读谱, 以及如何成为音乐作品的倾听者.

4th and 5th graders at Head-Royce p艺术icipate in a drama program based on the principles of ensembleship and exploration. Students learn improvisation, play写作, creative 运动 and collaborative storytelling. They practice giving constructive feedback to each other and learn to respond thoughtfully as an audience to visual and performative 艺术. 在一个相互支持的团体中, students learn to take risks and 探索 many forms of self expression including pantomime, 木偶, 和面具. Through the enactment of diverse 故事 students expand their empathetic response to those around them and gain confidence in expressing their own voice.

Throughout their time in LS, students will encounter diversity in a myriad of ways. 通过尊重4001百老汇会员登录的个性和独特的观点, learning about groups different from ourselves and truly beginning the long process of how to accept difference and see the ways in which groups have been underrepresented throughout 历史 makes for rich curriculum and allows for our students to be seen and heard. 老师讲故事, 时事, 社区庆祝活动, 历史, books and project based activities to dive into topics of diversity and weave it throughout our curriculum. All teachers (both specialists and homeroom) find opportunities for challenges around the areas of diversity and highlight opportunities for learning.

Many grades incorporate a diverse group of changemakers into their curriculum. Students study about what makes a changemaker; looking at obstacles faced by changemakers and how they have made a difference not just in their own community but in the world. Also taking time to honor current changemakers and changemakers in our own personal lives helps students begin to see patterns of making a difference in the world.

K-5 tackles the work of social justice in a variety of 与发展相适应的 ways through picture books, discussion around equity and justice and people who have made a difference. The years of study culminate with a full social justice unit and project in 5th grade.

K-5 teachers have been trained in the implementation of the Welcoming Schools curriculum which is a project of the human rights campaign and gives a comprehensive guide of LGBTQ resources and covers family diversity, 性别刻板印象和辱骂.

学校的课程强调生态可持续性, 环境卫生, 营养, 个人责任与领导能力. Environmental sustainability efforts are often reflected in 社区参与 activities with students p艺术icipating in local stream and beach clean ups, 学习食物种植和帮助收获蔬菜. 学生们每周还参加园艺班. Recycling, reducing waste and composting are important elements that are taught to all students. Culminating garden activities include a Harvest Festival and an E艺术h Day celebration.

语言艺术课程 begins with the introduction of reading and 写作 skills in kinderg艺术en and culminates in 5th grade with independent, 自信的读者和作家. 小学阶段的教学强调自然拼读, 流利, 词汇表, 和理解，因为4001百老汇会员登录的年轻学生学会解码和阅读. Upper elementary grades build and strengthen essential reading comprehension and 词汇表 skills. 对识字和语言的热爱渗透在每个教室里. 写作指导和作业被整合到阅读中, 社会研究, 以及科学课程. 图书馆和技术专家支持课堂教学.

低年级数学课程 develops mathematical thinkers who can compute, problem solve and think flexibly. Skills build from year to year in each of the six strands of the math program, 数觉, 运算与计算, 测量与几何, 模式和关系, 数学推理, 数据分析. Concepts are taught from concrete to abstract levels with manipulative materials, 文本, 工作手册和技术. Our math specialist supports differentiated instruction and enrichment by collaborating with teachers on curriculum development and working with small groups of students.

低年级体育队 开发了一个强大的计划，以满足所有学生的需求. 小学课程由一个名为SPARK的组织提供, which is a research based program that promotes lifelong activity and wellness. The Head-Royce facilities allow our teachers to go beyond the scope of the SPARK program, 加上游泳, 网球, 和篮球. We also bring in yoga and cross-fit training instructors to further enhance the curriculum and to ensure well balanced student growth.

科学课程 introduces 较低的学校 students to a variety of units in the life, physical and e艺术h 科学s. 每一年，提问的技巧都会变得更加复杂, 观察, 假设和实验. The 科学 resource teacher and the well-equipped 科学 lab support classroom lessons.

Community engagement is defined as "a teaching and learning approach that integrates community service with academic study to enrich learning, 教导公民责任, 加强社区." Students engage in 社区参与 programs that are relevant and valuable to both p艺术icipants and those being served. It is an integral p艺术 of the learning process and has direct ties to academic studies. Community engagement activities should provide opportunities for students to process their learning and evaluate the effectiveness and success of the program. 通过社区参与项目, students encounter and gain appreciation for a diversity of backgrounds and perspectives. Students are active p艺术ners in the programs and have a voice in planning, 实现, 评估服务活动. The progress and achievements of 社区参与 programs are shared with education leaders, 和其他人, 帮助维持项目支持和高质量标准.

Research shows that emotional intelligence is associated with a wide range of positive outcomes among children, 包括认知和社会功能的改善, 心理健康, 以及更高的学习成绩. A developed emotional intelligence is also associated with less stress and burnout and greater classroom satisfaction. Our own informal observations have shown that classes with higher emotional intelligence have students who are more engaged, 以更亲社会的方式行事, 更好地学习. Responsive Classroom practices are used to creative a positive community and a sense of belonging in the 较低的学校.

在海德罗伊斯4001百老汇会员登录的情商, more broadly called social emotional learning (SEL) is explicitly taught in all classrooms. The key factors in a SEL program to promote success are using a comprehensive, 综合和真实的方法, 4001百老汇会员登录在工具箱™中找到的. 这个研究, social and emotional learning (SEL) program helps foster the “development of resilience, 自制, 以及对他人的同理心.” The beauty of Toolbox is that it awakens each child’s self-awareness and fosters the ability to tap into existing resources that can be applied to successful learning experiences and positive interpersonal relationships. Along with the Toolbox™ our students practice mindfulness on a regular basis.

学生支援服务 包括一个由学习专家组成的协作团队, 辅导员, 护士, and the assistant lower school head who foster the development of academic, 行为, 以及社会情感健康. Our school community is enriched by the diversity of thinkers and learners who add their talent to learning activities each day. These individuals work together with the professional community to provide a supportive learning environment, 积极的社交技能发展, 情感平衡. This collaborative model enriches the experience for all students as they journey through the 较低的学校.

社会研究课程 develops an understanding of the components of a respectful and nurturing community. 学习从家庭开始, 友谊, 和自我, 并逐渐扩展到本地, 区域, 以及国际社会. 学生们学习加州和美国早期的历史. 各种印刷品和互联网资源, 面试, 视频, and 实地考察旅行 support the acquisition of knowledge and understanding of 社会研究, 历史, 全球主义, 多元文化主义, 生态素养.

技术与设计 融入所有教室. 技术以相关的方式实现, 与发展相适应的, and innovative progression of skills and computer 科学 education for all 较低的学校 students K-5. Lessons are designed to explicitly teach students how to be digital citizens and navigate tools & 研究项目的技能. 技术被用来促进设计创新, differentiated instruction and collaboration to best enhance student learning. 指定空间, IDEA has been created to not only meet the needs of 科学 and engineering enrichment, 同时也适用于设计思维. 应用基于项目的实践, strengthen the breadth and depth of learning across the grades p艺术icularly as they relate to 科学, 工程和技术在海德罗伊斯也是相关的. 设计允许, and fosters the creative hands-on construction of prototypes in conjunction with the design thinking model of problem solving.

海德-罗伊斯世界语言学院 提供三种语言:法语、普通话和西班牙语. 在幼儿园, students sample all three languages in a twelve-week rotation before deciding on their course of study for the remaining time in 较低的学校.

Our team consists of a group of diverse teachers from all over the globe. 语言教师提供跨学科的教育, 鼓励批判性思维, and engage students in a variety of ways that call on multiple strengths and creative skills.