Our language arts curriculum fosters a love for books, information, reading and, imaginative storytelling and the spoken language. We believe that connecting the various aspects of language and literacy development build strong skills and appreciation for reading and language. We read daily to the children and provide opportunities that reinforce aspects of literature. Re-enacting a story, for example works on plot and character development. Re-writing the story with changes gives the child practice in expressive language, sequencing, creativity and writing.
We explore symbolism and the various forms it can take in human communication. We interweave the representational thinking necessary for reading and writing with visual and performing arts. For example, if a child can use shapes to represent objects in a painting, or a movement to represent a feeling in a dance, as well as write their idea in a sentence, they have multiple modes of formulating and idea and making it understandable to others. We provide the children with a variety of ways to explore the alphabet and practice forming letters. They can make letters in the sand tray with their fingers, paint them on concrete with wet paintbrushes and write them on paper with a pencil. We provide many opportunities for children to use writing in a meaningful way so they find the importance of their ideas and voices. For example, they can write messages to their friends and deliver them to their mail box, they can create a sign-up list for turns for a popular activity, or write out the recipe for our next cooking project.
Math is everywhere in our world. We encourage children to observe math in our daily lives and highlight math problems that come up naturally. For example, if we are waiting for half of the class to be done with lunch we ask the children to count the students and determine how many half is. We provide concrete materials for them to explore math concepts. We work with Cuisenaire rods to explore numeracy concepts such as counting, the base ten system, addition, subtraction, multiplication and division. We provide various kinds of blocks to explore symmetry, pattern and spatial awareness. We introduce the use of charts and graphs to record information in practical ways. For example, if we are trying to decide what to cook next week on cooking day we will have the children record the results of a vote in a bar graph one week and a pie graph the nest week.
We incorporate music into our daily school experience. We use songs to help move the children through transitions, we always have instruments available for the children to play, and we find music that strengthens the knowledge learning in other curriculum areas. We also have weekly music classes in which we do a structured activity concentrating on rhythm, melody and playing together. We teach the children to use recording devices so they can hear and reflect on their musical creations. We have a weekly movement class, such as capoeira or yoga, in which the children focus on their coordination, proprioception, moving in response to music and partner/group movement.
The Bridge Program at All People's School provides a structured school environment that is respectful of five and six year old children and their developmental needs. The program emphasizes play-based learning that builds on children's interests in meaningful ways.
Children learn in relationship – with each other, within themselves, with the natural world, with their families and their community. Within the safety of these relationships children take risks in exploring their ideas and make mistakes which lead to learning. Our program supports relationships in our emphasis on social learning and emotional intelligence.
• Class meetings are daily opportunities to listen to each others' perspectives, collaborate together to solve problems, and enjoy a strong sense of belonging in the class community.
• Children learn conflict resolution skills and are supported in their efforts to respectfully solve problems with their peers.
Children learn through working with their peers on things they are interested in and curious about.
• Small group project work supports children's learning by challenging them to articulate and represent their ideas, listen to their peers' ideas and collaborate together to create knowledge.
Our program has:Curriculum that is designed based on:
• children's interests,
• on our developmental knowledge of five and six year olds
• based on demonstrated curiosity in specific concepts
A classroom environment that is designed to enhance learning by:
• supporting relationships by having spaces that invite small group work, intimate pairings, whole class meetings, and solitary investigations
• providing interesting rotated materials to explore and learn from
• a print rich environment, with labels for materials and furniture to support literacy development
• cozy places to listen to books on tape, read aloud stories and to leaf through reference books of topical interest to the class
• writing and numeracy centers that provide materials to engage in writing and numbers exploration and learning
• a science with rotated materials and scientific tools for ongoing learning and use
• a block building center which gives space for children to work with spatial relationships and symbolic block play
• dramatic play props and space to play imaginatively and development deeper understanding g of the world through pretending together
• the schedule for the day and classroom routines are clearly displayed in symbolic representation the children can read and use
Our signature programs:• Weekly capoeira class
• Children have meaningful jobs in the classroom and take pride in their responsibility to care for the materials, classroom systems and pets and plants and the babies at Aquatic park School as "Baby Helpers"
• Weekly art project connected to classroom curriculum at Sticky Art Lab with renowned artist Rachel Knudson
• Mindfulness meditation time weekly with trained instructor
• Chapter book read aloud time daily during a quiet resting time
• Weekly neighborhood walks and explorations on the city of Berkeley
Our graduates are prepared to:Children leave our Bridge K as clear communicators, engaged learners, competent problem solvers, and unique young people who are ready to step into the elementary school context with confidence.
Our Bridge K program is rooted in:• knowledge of the developmental tasks of 5 and 6 year olds,
• our belief in the competence of children
• children's' capacity to have meaningful relationships and the importance of relationships in learning
• the right of children to learn from mistakes and take risks to explore ideas
Social Justice CurriculumWe welcome differences and foster dialogue with the children about the strengths differences among people bring to our community. We create a strong sense of community within the Bridge K program and emphasize contentious participation in community life. The children learn to listen to other's perspectives, and contribute their ideas to discussions. We are continually developing a language to talk about differences. We acknowledge that children see race, and gender as a signifiers. We help them to name these differences without biases and within a safe environment. Children recognize differences and will make meaning of these differences. Our job is to help them in the development of this meaning. We move beyond the idea of "color blindness." In their meaning making we maintain our developing system of values emphasizing equality, fairness, and social justice. We hear all voices involved. We listen actively and with an open mind, remembering that we may not know their life experiences. We challenge children to think outside of their perspective. Anti-bias - APS also stands for All People's School. We take an active approach to prejudice, stereotypes and bias. This approach is an integral part of the learning process for the entire APS community-parents, teachers and children alike.
Arts CurriculumWe believe that children learn through representing their ideas in the multiple languages of materials. We introduce art materials intentionally and teach children to use them skillfully to express themselves. We encourage children's reflection on their creative process and the ideas represented in their work. We create opportunities for children to discuss and critique each other's work. We use a wide diversity of materials to enhance children's fluency in the creative process. We believe in children's capacity to skillfully use complex materials like wire, clay, watercolors, tape, paper Mache, sewing and a variety of found and natural materials.
| 8:30-9:00 | Drop off in classroom Intentional activities specifically designed for morning exploration set up in classroom for children |
| 9:00-9:30 | Morning meeting Discuss group projects, make plans for day, announcements and schedule for the day. Share work and exchange feedback. |
| 9:30-10:00 | Snack and Chapter book read aloud Literacy work – writer's workshop, sign making, journaling, illustrated book making. |
| 10:00-10:30 | Recess |
| 10:30-11:45 | Project Work, Free choice in classroom, Station time * |
| 11:45-1:00 | Lunch and Recess |
| 1:00-1:30 | Structured Movement class |
| 1:30-2:00 | Mindfulness time, storytelling time |
| 2:00 | Pick up from Bridge K |
| OR | |
| 2:15-6:00 | After school program option with mixed age Aquatic Park School |
• Art Lab once per week
• Neighborhood Walk/City exploration once per week
• Cooking Project once per week
• Station time = Children move through various intentionally designed activities and manipulatives set up that cover the curricular areas (i.e. math, science, music, art). Children have specific task to complete in each area over the course of a week and teachers observe and assess the children's work in each area.