 | |  | |  | |  | |  | |  | |  | |  | |  | |  | |  |
 | |  | |  | |  | |  | |  | |  | |  | |  | |  | |  |
The NVS curriculum is rooted in specific educational principles: joyful, self-directed learning; depth rather than breadth; applied understanding; and real-world experience because we are
committed to the belief that children learn best in the context of real work with other people. Our approach focuses on two goals:
1) helping children develop the skills required to be highly competent independent learners, and
2) providing experiences that aim for deep understanding and higher-level thinking skills. We place a high value on engaging each child’s many kinds of intelligence through art, drama,
music, language, interpersonal awareness, and mathematical and scientific thinking. We want children to grow in their knowledge of self, respect for others, and understanding of our
natural world. To this end, our curriculum provides depth in the skills that are fundamental to later learning.
It has three components: the Foundational Skills of mathematics and language arts (reading, writing, listening, and speaking); Integrated Thematics in science and social studies; and
Applied Understanding in visual arts, performing arts, earth awareness and stewardship, and environmental research. At every developmental level, children participate in language arts and
mathematics activities that build their confidence and competence. Strong skills in literacy, mathematics, and scientific inquiry provide the essential foundation on which to build thematic
content studies in science and social studies.
We use a three-year rotation of school-wide thematic studies to assure that major content areas in science and social studies are addressed at each level. As themes repeat in subsequent
years, teachers select topics that develop rather than duplicate prior learning. Time is also left open for teachers to pursue topics that emerge from class interests or those the teacher
determines the students should study more deeply. Topics are selected with consideration of Oregon Academic Content Standards and the national standards published by MCREL (Mid-
continent Research for Education and Learning). Detailed information about all elements of our curriculum at each grade level and our three-year cycle of thematic studies is available
through your child’s teacher or the office.
committed to the belief that children learn best in the context of real work with other people. Our approach focuses on two goals:
1) helping children develop the skills required to be highly competent independent learners, and
2) providing experiences that aim for deep understanding and higher-level thinking skills. We place a high value on engaging each child’s many kinds of intelligence through art, drama,
music, language, interpersonal awareness, and mathematical and scientific thinking. We want children to grow in their knowledge of self, respect for others, and understanding of our
natural world. To this end, our curriculum provides depth in the skills that are fundamental to later learning.
It has three components: the Foundational Skills of mathematics and language arts (reading, writing, listening, and speaking); Integrated Thematics in science and social studies; and
Applied Understanding in visual arts, performing arts, earth awareness and stewardship, and environmental research. At every developmental level, children participate in language arts and
mathematics activities that build their confidence and competence. Strong skills in literacy, mathematics, and scientific inquiry provide the essential foundation on which to build thematic
content studies in science and social studies.
We use a three-year rotation of school-wide thematic studies to assure that major content areas in science and social studies are addressed at each level. As themes repeat in subsequent
years, teachers select topics that develop rather than duplicate prior learning. Time is also left open for teachers to pursue topics that emerge from class interests or those the teacher
determines the students should study more deeply. Topics are selected with consideration of Oregon Academic Content Standards and the national standards published by MCREL (Mid-
continent Research for Education and Learning). Detailed information about all elements of our curriculum at each grade level and our three-year cycle of thematic studies is available
through your child’s teacher or the office.
| Overview |
What We Teach
The curriculum at Neskowin Valley School fosters confident life-long learners. Our small size and the high ratio of adults to children strengthen connections between families and the
provide a solid academic grounding with a strong emphasis on critical thinking, reading and writing clearly. Math, science, history and literature are geared to each grade level and include
projects engendered by specific student interests. At NVS, art, music, drama and physical education are fundamental to the curriculum.
Small is Beautiful
Our teachers use limited class sizes to their advantage, creating independent learning experiences that allow frequent one-on-one teaching with their students. The children of Neskowin
Valley School learn as a group, but the multi-age classrooms tend to erase the boundaries of age and grade level, giving individuals the chance to understand material at their own pace.
Advanced writers can be given more challenging projects, while students who struggle with writing can receive the help of teachers dedicated to using multiple teaching approaches to
reach everyone in the class. Most teaching involves an interdisciplinary focus, using a long-term study approach; for example, a multi-week history project might include assignments in
literature, writing, math, science, art and drama. Staying with the same teacher for at least two years gives students a strong, familiar mentor who has watched their learning patterns,
their developing talents, and their evolving maturity.
Rural Setting
Neskowin Valley School's campus sits in a meadow amongst creeks at the edge of a mossy coastal forest. The children are given the opportunity to study the outdoors and learn from
direct observation of the environment about the unique plants, animals and weather of the Oregon coast. They may, for instance, test the water quality of the creeks or record the
development of apple blossoms in our small orchard with drawings of springs unfolding. The school building, with its classrooms opening onto the two-story center room where “Gather’
rounds” take place, reinforces the idea that individual students are connected to a larger community and environment.
Out In The Field
Small classes, the can-do attitude of our rural neighbors, and supportive parents make formal and informal field trips a snap. Students travel off-campus in carpools for tennis and
swimming lessons and for field trips to visit local marine life centers, estuaries, farms, schools and artists’ studios. The wide community that supports the school brings adults with
diverse jobs and interests to the campus for our weekly Gather’rounds at the center of the school.
Students as Teachers
Students at Neskowin Valley School receive academic and moral support from their peers. Multi-age classrooms naturally encourage students to teach each other. On a typical morning in
a classroom, students will form clusters around the room, solving science problems, building structures, comparing notes, or reading together. NVS teachers model good teaching
techniques and provide engaging independent work spaces within classrooms, knowing that peer teaching involves the mastery and reinforcement of learning. Outside the classroom, older
and younger students are paired as “buddies” who sit together at all-school functions, read to each other, and practice their writing skills year-round through the exchange of “buddy
notes.”
The curriculum at Neskowin Valley School fosters confident life-long learners. Our small size and the high ratio of adults to children strengthen connections between families and the
provide a solid academic grounding with a strong emphasis on critical thinking, reading and writing clearly. Math, science, history and literature are geared to each grade level and include
projects engendered by specific student interests. At NVS, art, music, drama and physical education are fundamental to the curriculum.
Small is Beautiful
Our teachers use limited class sizes to their advantage, creating independent learning experiences that allow frequent one-on-one teaching with their students. The children of Neskowin
Valley School learn as a group, but the multi-age classrooms tend to erase the boundaries of age and grade level, giving individuals the chance to understand material at their own pace.
Advanced writers can be given more challenging projects, while students who struggle with writing can receive the help of teachers dedicated to using multiple teaching approaches to
reach everyone in the class. Most teaching involves an interdisciplinary focus, using a long-term study approach; for example, a multi-week history project might include assignments in
literature, writing, math, science, art and drama. Staying with the same teacher for at least two years gives students a strong, familiar mentor who has watched their learning patterns,
their developing talents, and their evolving maturity.
Rural Setting
Neskowin Valley School's campus sits in a meadow amongst creeks at the edge of a mossy coastal forest. The children are given the opportunity to study the outdoors and learn from
direct observation of the environment about the unique plants, animals and weather of the Oregon coast. They may, for instance, test the water quality of the creeks or record the
development of apple blossoms in our small orchard with drawings of springs unfolding. The school building, with its classrooms opening onto the two-story center room where “Gather’
rounds” take place, reinforces the idea that individual students are connected to a larger community and environment.
Out In The Field
Small classes, the can-do attitude of our rural neighbors, and supportive parents make formal and informal field trips a snap. Students travel off-campus in carpools for tennis and
swimming lessons and for field trips to visit local marine life centers, estuaries, farms, schools and artists’ studios. The wide community that supports the school brings adults with
diverse jobs and interests to the campus for our weekly Gather’rounds at the center of the school.
Students as Teachers
Students at Neskowin Valley School receive academic and moral support from their peers. Multi-age classrooms naturally encourage students to teach each other. On a typical morning in
a classroom, students will form clusters around the room, solving science problems, building structures, comparing notes, or reading together. NVS teachers model good teaching
techniques and provide engaging independent work spaces within classrooms, knowing that peer teaching involves the mastery and reinforcement of learning. Outside the classroom, older
and younger students are paired as “buddies” who sit together at all-school functions, read to each other, and practice their writing skills year-round through the exchange of “buddy
notes.”
| Curriculum by Class |
| 3 and 4 yrs old |
| 5 yrs old |
| 6 to 8 yrs old |
| 9 to 11 yrs old |
| 11 to 13 yrs old |
| Main Curriculum |
Knowledge, skills, and deep understanding are measured using frequent assessments of many different types, which let us know what a child has learned. The assessments we use
depend on a child’s developmental level, with the older students getting more experience with various kinds of testing. “Formative assessments,” which provide immediate
information about what students know and understand, occur often during the course of a study so teachers can identify opportunities for deeper exploration or respond to
misconceptions. For formative assessments, we use individual interviews, observations, short presentations, journal responses, small group discussions, and tests. Evaluation of a
child’s projects, productions, and presentations provide “summative assessments,” where we can measure how closely a student meets the standards and benchmarks related to
particular knowledge and skills. Older students get experience with various test formats such as multiple choice, short answer, short essay, and true and false. We make sure that the
upper grades learn test-taking skills and how to do well with each test configuration.
While we do not administer standardized tests or give number or letter grades, parents are able to know through the narrative reports and meetings with teachers where their children
stand in terms of grade-level expectations. We also engage students in self-assessment, which helps students become self-regulated, lifelong learners, consistent with the values of
Neskowin Valley School.
An article showing the use of authentic (performance-based) assessment is available at the following website. The performance activities used as examples are similar to those you
will see at Neskowin Valley School. http://www.newhorizons.org/strategies/assess/meyer_glock.htm
depend on a child’s developmental level, with the older students getting more experience with various kinds of testing. “Formative assessments,” which provide immediate
information about what students know and understand, occur often during the course of a study so teachers can identify opportunities for deeper exploration or respond to
misconceptions. For formative assessments, we use individual interviews, observations, short presentations, journal responses, small group discussions, and tests. Evaluation of a
child’s projects, productions, and presentations provide “summative assessments,” where we can measure how closely a student meets the standards and benchmarks related to
particular knowledge and skills. Older students get experience with various test formats such as multiple choice, short answer, short essay, and true and false. We make sure that the
upper grades learn test-taking skills and how to do well with each test configuration.
While we do not administer standardized tests or give number or letter grades, parents are able to know through the narrative reports and meetings with teachers where their children
stand in terms of grade-level expectations. We also engage students in self-assessment, which helps students become self-regulated, lifelong learners, consistent with the values of
Neskowin Valley School.
An article showing the use of authentic (performance-based) assessment is available at the following website. The performance activities used as examples are similar to those you
will see at Neskowin Valley School. http://www.newhorizons.org/strategies/assess/meyer_glock.htm
