Fourth graders are entering the ‘heart of childhood’. They’re feeling confident, independent and eager to take on new challenges.  They have transitioned out of early childhood and feel ready to dive into a vibrant, inspiring curriculum.

You may notice a corresponding evolution in your child’s thought process as reasoning becomes more objective. Our fourth-grade curriculum is designed to support this new level of maturity as self-discipline and healthy work habits are developed at this age.

We study the gods of Norse mythology, who are full of vigour and strength, mirroring the students’ vitality. There is greater immersion in fractions, continuation of developing vocabulary and grammar and a sharpening of their perception of the world.

The students are beginning to learn about their place in the world, both socially and geographically, and are developing a comparative sense of self.  Some examples of this include:

Your fifth-grade child has reached the midpoint between childhood and adolescence. It’s a time of harmony and balance as the children are comfortable with themselves and how they relate to the world. This represents a wonderful opportunity for learning.

The fifth-grade student often presents as a balanced picture of physical development and academic ability. Sometimes referred to as the ‘golden year’, grade five is a plateau year, preceding the approaching changes that come with adolescence. Most students have developed good learning habits and are able to begin more detailed independent work.

On the cusp of adolescence, the sixth grader experiences a new feeling of weight and gravity in their bodies. Alongside the physical changes, you can expect to see stronger objective reasoning and critical thinking skills. They are curious about cause and effect, and they expect straightforward responses to their questions and observations.

The sixth graders seek balance between their own individuality and their desire to belong, and as they become more grounded in who they are, they begin to look out into the world to see what it asks of them.  At this age, the teacher aims to work with the children’s growing orientation toward the outer world. Their dawning critical faculties are directed towards observing the natural world from a scientific standpoint, and their increasing interest in social relationships provides many opportunities for the children to take responsibility for their own class community.

The twelve-year-old’s world is delineated in absolutes and ‘cause-and-effect’ thinking, so the curriculum focuses on strong guidelines and clear differentiation concepts.

Our curriculum responds by teaching Astronomy, Geometry, Business Math, and the Roman Empire at this age, all of which emphasise unity and lawfulness. The students’ increasing awareness of their physical bodies makes it an opportune time to study the physical ‘body’ of the earth in geology.

Students study rock formations and the forces that shape the Earth’s surface. After their attention has been drawn down deep into the earth, it is lifted to the heavens. In astronomy, students study the Earth’s relationship to the stars and planets, starting from a geocentric perspective, as did astronomers of old.