Our goal is to weave a curricular fabric that is as richly textured as it is strong. We like to think of the vertical threads (the departments: the warp) interlacing with horizontal threads (the teams: the weft).
Teachers meet by departments (Creative Arts, Humanities, Math, Physical Education, Science, Technology, World Language) to evaluate and revise the curriculum. Departments, guided by department chairs, examine the teaching of subject matter across grades, setting goals for student skill and content development at each grade level.
Each Nashoba Brooks teacher is also a member of one or more teams. Teams are organized by grade levels and focus on the developmental needs of each age group. Team leaders participate in weekly meetings, which are the primary venues for faculty collaboration. Team leaders build consensus, provide critical leadership and support to all team members, and ensure that the school’s overall mission is embodied in day-to-day experiences and in myriad decisions—about field trips, special interdisciplinary projects, and discussions of a particular student’s needs.
The Diversity Curriculum Overview outlines the school’s diversity curriculum in preschool through eighth grade. It was designed as a lens for strengthening the diversity curriculum and as a means of communicating this curriculum to parents. The creation of this overview involved teachers at all grade levels. Each teaching team created an age-appropriate philosophy and provided specific supporting examples.
Diversity Curriculum Overviews
The Diversity Curriculum Overview is an intrinsic part of the school’s curriculum materials. Go to How we learn: sample projects to see how these units of study are imbued with themes that address issues of diversity. Each teaching team has expressed its commitment to a meaningful diversity curriculum, and their messages are clear within the Overviews they have created. Excerpts . . .
“[As students] explore what makes each of them unique, they are also learning about other people’s perspectives, experiences, and cultures. The curriculum helps students to develop respect for themselves and others.”
— Preschool-Kindergarten-Grade One Team
“…[Following] the ‘themes’ of allies and bullies, stereotypes, and racism . . . global perspectives are carried throughout the curriculum. Students draw connections between themselves and the world beyond as they continue to learn to listen to the many voices of others, especially those of marginalized groups.”
— Grade Two and Three Team
“…The themes of community, character education and multiple historical perspectives are embedded in the curriculum. Varied topics, including Cinderella stories from around the world and the language and culture of Spanish speaking countries, to the role of women in the Industrial Revolution, are studied through the lens of diversity and inclusiveness. Students work towards the goal of becoming empowered as leaders and advocates for themselves and others.”
— Grade Four-Five-Six Team
“…Through study and self-reflection, students explore issues of fairness, equity, and social justice and … feel empowered to effect change through service learning in advisor groups and class activities…. The goal is to foster the growth of young women who will raise their voices to make a positive difference in the world.”
— Grade Seven and Eight Team