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 In the BFS Lower School, our goal is to bring out the best in each student. Essential to knowing and developing that potential is the varied exposure to traditional academic disciplines, to artistic disciplines, and to the development of skills as a platform for positive self-esteem.
Every teacher seeks to foster academic achievement and stimulate critical thinking. We want our students to constructively question the world around them. By giving our students the ability to analyze critically and objectively, we can be confident that they will seek to change what they believe needs changing and to defend and strengthen what they believe needs preserving.
Language Arts
The Language Arts curriculum employs a variety of approaches to ensure that children acquire proficiency in reading, writing, and oral presentation as they develop a love of literature and learn self-expression skills through the written word. Each student is encouraged to develop confidence as both a reader and an author, capable of communicating information and creative ideas. Students are introduced to a wide variety of literary genres and literature representing diverse cultures.
Recognizing that not all children learn in the same way, reading skills are taught through a variety of approaches that combine the building of sequential-skills and a whole-language program, including:
- the development of a sight vocabulary
- the use of phonetic clues
- attention to contextual clues
- building fluency
- independent reading in school and at home
- strategies for word attack
- the use of visual clues
- the importance of reading for meaning
- non-fiction reading strategies
Writing is closely connected to reading. If the focus in reading is a genre such as folktales or poetry, students may subsequently write in that genre. In every classroom:
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A writing process is emphasized in which students think of an idea, write a draft, revise it, edit their work, and finally publish it.
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Skill work in writing is related to meaningful, real-life applications.
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Books authored by students are displayed in the classroom and are often a popular choice during independent reading times.
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Lessons are designed to build writing process skills. Spelling and handwriting are taught within the context of the child’s own writing.
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Handwriting, spelling and grammar are taught through a program of sequentially introduced skills.
Mathematics
The mathematics curriculum follows the principles and standards of the National Council of Teachers of Mathematics. The newly revised Investigations in Number, Data, and Space, a standards-based math curriculum, provides the structure and sequence at each grade level. The content in kindergarten – fourth grade includes number and operations, geometry, measurement, and data analysis. The processes of problem solving, reasoning and proof, connections, communication, and representation are developed throughout. Students gain a deeper understanding of math through the use of manipulative, exploration, and teacher-directed activities. Once conceptual understanding is achieved, students practice basic operations through individual and group problem-solving applications, computer exercises, and paper and pencil tasks. Children practice quick recall of facts at school and at home.
With each new grade, the quick recall of specific number facts of increasing difficulty is expected. Standard algorithms are taught, along with other methods of solving computational problems. Problem-solving includes sorting, classifying, making graphs, exploring geometric relationships, measuring, applying logical reasoning, making predictions, devising strategies, and collecting, organizing, and interpreting statistical information.
Social Studies
The Social Studies curriculum is premised on a progression of awareness and understanding that gradually expands a child’s view of self and the world. The program emphasizes human interdependence within communities, fostering a respect for different cultures and responsibility for the environment.
In kindergarten children explore the concepts of self, family, and school community. The first grade studies systems and institutions in our neighborhood. Brooklyn (its geography, landmarks, and ethnic groups) is the topic for the second graders. The third grade learns about Native Americans, and fourth graders study the early voyages of explorers, the New World and the settlement of New Amsterdam.
 Science
The science program is based on children's’ natural curiosity about their world and their need to explore, ask questions, and search for answers. Through a wide range of scientific experiences and opportunities children develop their skill at using the scientific process:
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making careful observations
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hypothesizing
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developing appropriate tests and understanding variables
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recording observations and data
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drawing conclusions
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evaluating data
The Lower School science specialist works in conjunction with classroom teachers to design and implement units of study in a newly constructed Lower School science lab. The primary goal of the curriculum is to help students learn to think scientifically. Topics covered at each grade level include seeds, magnets, metamorphosis, classification, simple machines, water cycle and electricity to help students develop a solid core of scientific knowledge. Science studies are sometimes integrated with Social Studies topics. Instructional materials include a rich array of appropriate reading material, films, software, visual aids, lab materials, and animals for life-cycle studies.
Field trips are an important part of the science curriculum. The curriculum is enriched by the resources of the city, such as the Aquarium, seashore, New York Hall of Science, Museum of Natural History, the environmental Sloop Clearwater and Prospect Park. Trips outside the city include visits to environmental centers and a three day/two night overnight camping experience for 3rd and 4th graders.
Spanish
All K-4 students have Spanish language instruction with the Lower School Spanish teacher, a native speaker, three out of seven days for 20-30 minutes. The emphasis is on the lively engagement of children in listening to and speaking Spanish. Children are introduced to basic vocabulary, expressions, and the cultural traditions of countries where Spanish is spoken. They sing songs and play games in Spanish, view videos in Spanish, and practice interactive dialogues in Spanish. Children also begin to gain facility with Spanish by learning the vocabulary associated with their curricular studies in other academic areas. There is an intentional correlation with each grade’s social studies, science, and language arts curricula. For example, first graders who study the post office as a working system in the community will follow that study by learning the Spanish names for postal workers and items needed to send and process mail. As students strengthen their oral and aural Spanish skills in third and fourth grade, writing and reading activities in Spanish will be introduced.
Homework
In the Lower School, the purpose of homework is to reinforce skills that are introduced during the school day and to encourage independent thinking and problem solving. Homework is designed to encourage students to take increasing responsibility for organizing their time and completing their work.
Library
Students visit the library for literature-enriched experiences that focus on the joy of reading and the selection and use of books for research and for pleasure. The mission of the library program is to ensure that students become effective users of ideas and information. This is accomplished by providing relevant resources, technology, and programming that integrates classroom curricula with the instruction of research skills. The library program promotes a love of literature, encouraging students to become critical thinkers and lifelong readers. In the library, students not only listen to stories read aloud, they actively participate in storytelling, bookmaking, puppetmaking and dramatizations in connection to their studies in literature, social studies, and science. They learn how to conduct and evaluate research in print formats and online databases. Students receive guided instruction in the use of the Internet, both in formal small groups and during independent study.
he library sponsors book fairs and promotes special events such as Children’s Book Week and National Library Week, among others. The library is always ready to welcome guest authors, illustrators, storytellers and readers of any age. Guests have included the celebrated authors Mo Willems, Jacqueline Woodson, Tad Hills, Tor Seidler, Vera Williams, Brian Pinkney and James Howe.
Information Technology and Media Literacy
The Information Technology and Media Literacy curriculum begins in the third grade. Third and fourth grade have one formal class session a week, in half groups, where they are introduced to the computer as a multi-faceted tool in their learning process.
Third and fourth grade students use computers, information technology and audio-visual resources in the curriculum through planned and ongoing integration projects. The focus is on broad skills including but not limited to network navigation, touch-typing and working with multimedia. These focus areas support the development of logical-processing skills and higher order thinking. Students are guided in the appropriate and responsible use of information technologies and resources.
All third and fourth grade classrooms and the science lab are equipped with Smartboards.
Dance
In the dance program, students explore the elements of dance, build their movement vocabulary. and work together to create original dances. Dance units are often connected to science, social studies or language arts. In kindergarten and first grade, students learn fundamental locomotor movements and make dances based on poems, stories, seasons and classroom themes. The focus is on developing body awareness and partnering skills. Second graders investigate the different ways water moves as well as the body coordination of ocean animals. In third grade, students explore spatial formations and create a dance based on a Native American myth. Fourth graders present an annual Halloween Dance.
Music
Children experience many types of music as they learn the elements of music: dynamics, tempo, rhythm, pitch, timbre, form, texture, and harmony. The program is a composite of the Kodaly, Orff, and Dalcroze methodologies. Singing and movement are integrated in the class through games, and students learn to read and sight-sing music through solfege and hand signs.
In the kindergarten and first grades, children explore different ways to perform beat and rhythm and begin to read rhythmic notation. The older classes continue their introduction to rhythmic and melodic notation by reading and writing known songs and by notating their own compositions. In fourth grade students learn to play the recorder.
Visual Arts
The art program seeks to develop each student’s innate creative abilities by encouraging self-expression and visual awareness. In their classes with the visual arts teacher, students explore design, shapes, color, textures, composition, balance, and both abstract and representational themes through a variety of media, such as paints, craypas, pencils, markers, printmaking, papier maché and collage.
Challenging open-ended problems are presented by the teacher, and connections are continually made to art history of all cultures. The children learn how to analyze their own work and the works of others. Sample projects include:
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Kindergarten: Collage paintings, styrofoam printmaking, people drawings
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First grade: Big People paintings, collage paintings, cityscape, still-life
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Second grade: Cray-pas portraits, papier-maché animals, wire sculpture
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Third grade: Imaginary creature collages, parent/child paintings, Native American inspired papier maché masks
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Fourth grade: Linoleum block printing, pen and ink drawings, paintings inspired by the work of famous artists.
Woodworking
The woodworking program combines manual skills with visual arts concepts. Each class begins the year with a directed project, to learn and reinforce such skills as sawing, hammering, measuring, using a square accurately, understanding wood dimensions and increasingly complex mathematical concepts. Examples of these first directed projects are:
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Kindergarten: Animal shape toys
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First grade: Animal bookends
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Second grade: Animal Stools
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Third grade: Animal lid boxes
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Fourth grade: Functional furniture
The directed project usually takes one-third of the school year, laying the groundwork for the following two-thirds where the students independently design their own projects. The design process leads them to pay attention to the mathematical and engineering aspects of design as well as the aesthetic ones. In addition, emphasis is placed on problem solving, cooperation, respect of materials and tools, and the ability to work independently.
Physical Education
The program is aimed at total body fitness and physical development as well as cooperative play. Specific skills that are taught include listening, following directions, awareness of space, agility, manipulative skills, endurance, strength and socialization.
Kindergarten children play in an environment that promotes success for each individual child. Students are taught skills through structured play. Focus is placed on large motor movements, such as galloping, skipping, tagging games, and jump-rope.
First/Second Grade students are introduced to more advanced ball-handling skills that form the foundation for volleyball, soccer, and basketball. Students take part in cooperative games, gymnastics, track activities, running and dodging games. Learning social skills is an integral part of the physical activities and is an important element in the success of the class.
Third/Fourth Graders’ skills have become more refined and activities are focused on actual sports. Many of the sports activities are modified to enhance team play, skill development, and group cooperation. Children learn rules and apply strategies that they’ve formulated.
Health
Third and fourth graders have regularly scheduled health classes with the health teacher. Topics for third graders include: interpreting and constructively demonstrating emotions and nutrition. Fourth graders discuss the dangers of tobacco, decision-making skills, and puberty/body changes.
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