Amy Henderson, Teacher
graduated from the International High School in Hong Kong where (among other things) she studied Mandarin. Amy attended Houghton College in New York State, as a pre-med major,
and graduated from the University of Oregon with a B.S. in art. Amy is an experienced environmental educator, leading trail crews for both the Appalachian Mountain Club in New
Hampshire and the Student Conservation Association in Denali National Park. She is an experienced rock climber and cross-country runner and enjoys hiking, biking and gardening. Amy
brings many talents to the Olders class and will continue teaching Mandarin to our students.
The mid-to-late elementary years are exciting ones, where a student’s increasing fluency with language, reading, and abstract thinking begins to open a world of independent thinking. The
curriculum in these grades aims at refining and increasing these skills while encouraging the thrill of research and exploration through group and independent projects, so students become
excited about the learning process itself, and develop confidence in their growing abilities.
Literacy Skills: reading and writing
Independent daily reading and writing, and lots of it, are cornerstones of literacy practice for this group. Freeform and directed journaling, fiction and non-fiction writing, and
experimenting with many writing styles and forms take the students through the year. The students learn techniques for independent research on topics of interest. Students also read
books for discussion groups, and write critiques and interpretive questions about the things they are reading, encouraging reflection, idea development, and critical reading.
Since formal grading doesn’t take place, student-centered projects and activities can replace tests. Students learn by playing games that emphasize factual review or by taking part in fun
grammar and spelling exercises. Related projects bring the fun from books out into the open: For example, students identified symbols and the differences in interpretation after reading
Animal Farm. Students write poetry and songs, and spend time in the fine NVS library, just down the hall from their classroom.
Students practice oral skills by presenting daily current events, giving oral book reports and presenting their projects to the class and the school. They use their voices to build social and
community skills during weekly class meetings that focus on group planning, reflection, and problem solving.
Abstract Skills: math and science
We try to blur the boundaries between subjects so that students understand how ways of thinking are interwoven, so story problems and “real life” math and science that involve written,
oral, drawn, or built answers are emphasized. Math teaching takes place in large and small groups organized by skill level and in independent work using the Saxon Math program.
Students move from work with concrete “manipulative's” to more formulaic and symbolic approaches. Multiplication skills eventually lead to more abstract techniques from the third-
eighth grades, including geometry, estimation, measurement, and beginning logic. For example, the students designed, planned and then created a labyrinth while learning about the
Pythagorean Theorem. It houses a garden not just for the Olders but for each class at NVS.
The science curriculum shows the Olders how to operate as scientists, and how science helps them to formulate hypotheses and stimulate wonder about many of the mysterious natural
phenomena they experience every day. They become comfortable using scientific equipment such as compasses, thermometers, balance scales and microscopes. They learn to practice
scientific skills: hypothesis formation, experimentation, data collection, observation, measurement, prediction, and record keeping, etc. Rather than working from textbooks, students
encounter science in their surroundings, in the news, through research and experimentation, and on field trips to the creek, forest, estuary, wildlife refuge, science festivals, and ocean.
The Neskowin-Nestucca Watershed Council, housed in the NVS building, provides a unique partnership for indoor and outdoor science learning.
The Arts: Art, Drama, Music and P.E.
The Olders have an art and drama session once a week with our art/drama teacher, Judith Schlicting. They work in a variety of art media with assignments that develop their mechanical
skills and stretch their imaginations. Art is also incorporated in their classroom work in all subject areas.
Weekly classes in drama teach skills, develop imagination, build confidence, and prepare students for major drama productions held each year. Weekly Gather’rounds give students time
for communal singing, instruction by parent volunteers, and performances by visiting musicians. Students are also encouraged to share their musical talents with the group. Physical
education, held for one hour each week, emphasizes the development of individual skill in sports such as hiking, golf, swimming, and tennis; and teamwork in soccer, hockey, ultimate
frisbee, and softball. Students participate in many non-competitive games as well, allowing them to play without the position of winning or losing. Modified, introductory versions of ball
games give students with a wide range of skills ways to develop confidence, skills, and coordination for the more complex rules of full-fledged sports.
Integrating Curriculum
At NVS, we make every effort to integrate curriculum so that one subject builds on another and students understand real life doesn’t divide learning into categories. As an example, the
Olders studied the theme of Heroes and Heroines. A large sub-unit on Trails and Rivers involved a visit to the Portland Historical Societies’ Lewis and Clark exhibit, student reports on
their own trail and hero/ine, a map of the trail and state that it is located, and ended with a final presentation to the class. Botany basics and ecology studies (interdependence and variation)
rounded out the unit. The unit included math, reading, writing, social studies and art components.
graduated from the International High School in Hong Kong where (among other things) she studied Mandarin. Amy attended Houghton College in New York State, as a pre-med major,
and graduated from the University of Oregon with a B.S. in art. Amy is an experienced environmental educator, leading trail crews for both the Appalachian Mountain Club in New
Hampshire and the Student Conservation Association in Denali National Park. She is an experienced rock climber and cross-country runner and enjoys hiking, biking and gardening. Amy
brings many talents to the Olders class and will continue teaching Mandarin to our students.
The mid-to-late elementary years are exciting ones, where a student’s increasing fluency with language, reading, and abstract thinking begins to open a world of independent thinking. The
curriculum in these grades aims at refining and increasing these skills while encouraging the thrill of research and exploration through group and independent projects, so students become
excited about the learning process itself, and develop confidence in their growing abilities.
Literacy Skills: reading and writing
Independent daily reading and writing, and lots of it, are cornerstones of literacy practice for this group. Freeform and directed journaling, fiction and non-fiction writing, and
experimenting with many writing styles and forms take the students through the year. The students learn techniques for independent research on topics of interest. Students also read
books for discussion groups, and write critiques and interpretive questions about the things they are reading, encouraging reflection, idea development, and critical reading.
Since formal grading doesn’t take place, student-centered projects and activities can replace tests. Students learn by playing games that emphasize factual review or by taking part in fun
grammar and spelling exercises. Related projects bring the fun from books out into the open: For example, students identified symbols and the differences in interpretation after reading
Animal Farm. Students write poetry and songs, and spend time in the fine NVS library, just down the hall from their classroom.
Students practice oral skills by presenting daily current events, giving oral book reports and presenting their projects to the class and the school. They use their voices to build social and
community skills during weekly class meetings that focus on group planning, reflection, and problem solving.
Abstract Skills: math and science
We try to blur the boundaries between subjects so that students understand how ways of thinking are interwoven, so story problems and “real life” math and science that involve written,
oral, drawn, or built answers are emphasized. Math teaching takes place in large and small groups organized by skill level and in independent work using the Saxon Math program.
Students move from work with concrete “manipulative's” to more formulaic and symbolic approaches. Multiplication skills eventually lead to more abstract techniques from the third-
eighth grades, including geometry, estimation, measurement, and beginning logic. For example, the students designed, planned and then created a labyrinth while learning about the
Pythagorean Theorem. It houses a garden not just for the Olders but for each class at NVS.
The science curriculum shows the Olders how to operate as scientists, and how science helps them to formulate hypotheses and stimulate wonder about many of the mysterious natural
phenomena they experience every day. They become comfortable using scientific equipment such as compasses, thermometers, balance scales and microscopes. They learn to practice
scientific skills: hypothesis formation, experimentation, data collection, observation, measurement, prediction, and record keeping, etc. Rather than working from textbooks, students
encounter science in their surroundings, in the news, through research and experimentation, and on field trips to the creek, forest, estuary, wildlife refuge, science festivals, and ocean.
The Neskowin-Nestucca Watershed Council, housed in the NVS building, provides a unique partnership for indoor and outdoor science learning.
The Arts: Art, Drama, Music and P.E.
The Olders have an art and drama session once a week with our art/drama teacher, Judith Schlicting. They work in a variety of art media with assignments that develop their mechanical
skills and stretch their imaginations. Art is also incorporated in their classroom work in all subject areas.
Weekly classes in drama teach skills, develop imagination, build confidence, and prepare students for major drama productions held each year. Weekly Gather’rounds give students time
for communal singing, instruction by parent volunteers, and performances by visiting musicians. Students are also encouraged to share their musical talents with the group. Physical
education, held for one hour each week, emphasizes the development of individual skill in sports such as hiking, golf, swimming, and tennis; and teamwork in soccer, hockey, ultimate
frisbee, and softball. Students participate in many non-competitive games as well, allowing them to play without the position of winning or losing. Modified, introductory versions of ball
games give students with a wide range of skills ways to develop confidence, skills, and coordination for the more complex rules of full-fledged sports.
Integrating Curriculum
At NVS, we make every effort to integrate curriculum so that one subject builds on another and students understand real life doesn’t divide learning into categories. As an example, the
Olders studied the theme of Heroes and Heroines. A large sub-unit on Trails and Rivers involved a visit to the Portland Historical Societies’ Lewis and Clark exhibit, student reports on
their own trail and hero/ine, a map of the trail and state that it is located, and ended with a final presentation to the class. Botany basics and ecology studies (interdependence and variation)
rounded out the unit. The unit included math, reading, writing, social studies and art components.
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