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THE AMERICAN EMERGENT CURRICULUM

The School House and the new American Emergent Curriculum (AEC) has a simple mission — to connect what we know works in learning with what we love about traditional American schools. Instead of relying on just one pedagogy or one set of standards, The School House thoughtfully combines the most effective ways of learning: a Structured Work Cycle, Project-Based Learning, Critical Thinking & Group Dialogue, and Art, Nature + Design Studio, with the things we all grew up with and loved in public school: access to great sports programs, performing arts, civics and economic diversity.

The result is a highly integrated curriculum serving a community of Learners who thrive not just academically but emotionally, socially and physically in the most crucial time of their young lives, 3-12 years old.

What We Know Works In Learing

WHAT WE KNOW WORKS IN LEARNING

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Traditional American Schools

WHAT WE LOVE ABOUT TRADITIONAL AMERICAN SCHOOLS

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Montessori School Foundation

STRUCTURED WORK CYCLE

Our structured foundation allows children to master academic skills through tactile engagement and rigor before moving on to the next challenge.  For example, math proficiency is attained by using concrete representations in addition to paper and pencil.  Done in three-year cycles, this ensures a deep understanding without the dreaded gaps in learning. Socratic Quizzes, Rigor, Movement, Stories, and Educator-Based Assessments drive a child's success.

Project Based Learning

PROJECT & PROBLEM BASED LEARNING

If you were learning to fix a car, you would read a book about automotive repair, but you would also get your hands in the engine. This is true for any academic subject as well. At TSH learners participate in rigorous academic exploration in literacy, numeracy, geography, history and science and then apply this knowledge base through project and problem based learning. Similar to STEAM and STEM, but with a functional purpose, children invent, construct, grow, design and create individual and school-wide projects. Projects provide context and application to all academic subjects resulting in deep knowledge and functional abilities.

ART, NATURE & DESIGN STUDIO

Picasso wasn’t Picasso until he was Picasso.  Because art is our individual relationship to and interpretation of our world, Learners are exposed to all mediums in our in-room Ateliers and all-school Studio.  Art History is learned in the context of the curriculum using both advanced art mediums and natural materials.  Design adds a practical component to art as Learners are exposed to clay, wire, wood, paints, papers, fine drawing, fibers, grasses and many others ultimately seeking and understanding the artistic components of thoughtful design.

Art, Nature + Design Studio

CRITICAL THINKING & GROUP DIALOGUE

Bullying and disagreements between children happen at very early ages and children in the 0-12 period yearn to discover new and effective ways in processing everything including their emotions. By using the Socratic Method daily, TSH encourages group solutions to both social and academic challenges. The way we speak to one another is fundamental to how we relate and questioning our assumptions gives us a broader sense of the world and our place in it.

CRITICAL THINKING