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LANGUAGE ARTS OVERVIEW
Designed to meet the needs of bright and gifted
learners, the ACS Language Arts program is an
integrated, vital component of study at all levels.
Pupils are taught reading, writing, listening
and speaking as tools for communication in the
twenty-first century. The broad program goals
for all students are to: 1) acquire and develop
analytical reading skills, 2) acquire and develop
writing skills and techniques in narrative, descriptive,
persuasive, creative, and expository modes, 3)
study and apply standard English grammar in speaking
and writing, 4) develop a strong and varied vocabulary
commensurate with the student’s cognitive
age, 5) explore diverse literary works which
will allow students to recognize universal themes
and to compare styles and ideas across the curriculum,
6) develop oral communication skills, 7) develop
strong study habits and skills, and 8) acquire
and use a variety of technology applications
for research and writing. Challenging and enriching
assignments engage the students at every level,
leaving them well prepared not only to meet the
demands of the most rigorous secondary school
curriculum, but also to develop into critical
thinkers and lifelong learners.
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MATHEMATICS OVERVIEW
The Mathematics program provides a framework
in which students develop their mathematical
ability while learning to value mathematics and
its uses in daily life. Solving problems using
a variety of approaches and communicating ideas
clearly and logically are emphasized throughout
the program. To accomplish these goals, students
are provided with opportunities that allow them
to discover the beauty of mathematical patterns
and the power of logical thinking, to use various
strategies and tools to solve problems, and to
gather and organize evidence to support their
mathematical solutions.
The curriculum is both accelerated and enriched.
All students are instructed at least one year
above grade level. Enrichment occurs through
projects, connections between different areas
of mathematics as well as between mathematics
and other disciplines. Contests provide students
with opportunities to engage in non-traditional
problem-solving activities as well as to develop
teamwork skills. Technology is used to support
the goals of the program at all levels. Spreadsheets
and computer software enhance problem solving,
graphing, and additional practice of basic skills.
Calculator use allows students to concentrate
on the problem-solving process, to explore, develop,
and reinforce concepts and to discover patterns.
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SCIENCE OVERVIEW
The Science program is experiential, thus enabling
students to connect real-life situations to the
presentation and adaptation of the scientific
method. Students use problem-based learning to
solve problems based on everyday life. They can
experience the connections between science and
technology by using various devices such as handheld
computers and lab pros to develop reports and
presentations. Research and communication skills
continue to be developed and fine-tuned through
collaboration, discussion, essays, lab write-ups,
and reports. Students are encouraged to develop
thinking skills from the concrete to the abstract
and become scientifically literate as they connect
scientific theories to new evidence. Students
are given opportunities beyond the classroom
level to enhance their science knowledge and
skills. These opportunities include such things
as adopting their own personal space in the ACS
forest; participation in the Bass in the Class
program sponsored by the DuPage County Forest
Preserve and the Illinois DNR; monitoring the
growth of macro invertebrates in the DuPage River;
and participation in science contests, regional
and state science fairs, Science Olympiad, and
Exploravision.
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SOCIAL STUDIES OVERVIEW
Social studies at the Avery Coonley School is
the integration of the social sciences and humanities
in order to provide gifted students with an understanding
of themselves and society, prepare them for citizenship
in a democracy, and provide the basis for understanding
the complexity of the world community. Faculty
supports students in developing the ability to
make informed and reasoned decisions as citizens
in a culturally diverse, democratic society in
an independent world.
The social studies curriculum draws from multiple
disciplines, including: history, archaeology,
religion, geography, sociology, and political
science. The core curriculum is integrated with
the interdivisional subjects of art, music, French,
and technology. The focus of instruction is on
the development of strategies and techniques
that are appropriate to bright and gifted students.
Major units of study typically conclude with
student-directed, hands-on projects such as:
a simulated airplane flight to Paris, France,
a Japanese luncheon, a Native American fair,
a World Cultures fair, panel discussions, and
an Immigration and Ethnic Fair.
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FRENCH OVERVIEW
It is appropriate to help all students, however
young, to expand the limits of their immediate
environment and language by exposing them to
the richness and variety of another language
and culture. In becoming more aware of the world
at large, children develop a broader and more
sympathetic outlook on life. In addition, in
learning to analyze how vocabulary and grammatical
structure meld to express the subtleties of thought,
they also come to a better understanding of their
own tongue. The ACS French program, taught in
Kindergarten through Eighth Group, is based on
these beliefs.
Success in learning French is fostered through
the gradual progression of attaining familiarity
with the language through listening and speaking
to acquiring the skills of reading and writing.
It is a process of mastery built upon habit.
Beginning in the Kindergarten program, French
teachers work with students to instill enthusiasm
and to foster good language acquisition habits.
Teachers create a vibrant, authentic atmosphere
of learning that is supported by multimedia technology.
On this foundation, the older student builds
academic skills.
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THE ARTS AT THE AVERY
COONLEY SCHOOL
We believe that each student has the ability
to see the world through the eyes of an artist,
and our classes emphasize the creative experience
that an artist undertakes. We foster self-expression
in a safe environment that encourages children
to take risks and challenge themselves. Although
public performances and exhibitions are featured
throughout the year, our primary focus is to
immerse students in the process of creating visual
art, music, and drama. Our goal is to develop
young people who appreciate and create art throughout
their education and their lives.
Visual art students work in a very large, well-equipped
art room. After training in the fundamentals
of drawing and painting, students advance to
more complex techniques such as sculpture, stained
glass, architecture, photography, and the potter’s
wheel. We explore many medias such as watercolor,
oil pastels, charcoal, and clay. Along our journey
into self-expression, we also learn about the
lives and works of great artists in our art-awareness
program.
In music, the goal is to become musically self-sufficient.
We do this by actively participating in singing,
playing the Orff instruments and recorders, dancing,
and reading and writing music. A highlight may
be performing in an opera in Group Two or singing
a Japanese song at the Japanese luncheon. In
Middle School we continue developing music literacy
by playing the choir chimes and singing. Students
also study music cultures, the history of jazz,
and opera. Field trips to Symphony Center and
the Lyric Opera enhance the music program.
The Drama Program, which begins in Fourth Group
and continues through graduation, focuses on
giving students knowledge of and experiences
in acting and dramatic writing, though some time
is devoted to directing and the technical arts
as well. Through drama games, activities, and
performances, students learn about and create
a variety of both rehearsed and improvised performances
in pantomimes, monologues, scenes, films, and
short plays. Work in the theatre arts culminates
with writing, designing, acting, and directing
one-act plays and producing a professional full-length
play script.
An art gallery and the walls of the school
feature student work, and our performing arts
center provides an ideal location for music concerts
and play productions. Our curriculums are enriched
by special optional activities and organizations
such as Art Club, Chorus, Beginning, Intermediate,
and Advanced Orchestra, Tech Club, Drama Club,
and the Variety Show.
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TECHNOLOGY OVERVIEW
The goal of the Technology Department is to
provide each student with the skills necessary
to use technology as a tool for problem solving,
a means of organizing and presenting information,
and a tool for enhancing lifelong learning.
The program begins with basic keyboard and mouse
skills in Kindergarten and progresses to multimedia
presentation, information management, and programming/problem-solving
skills at the Eighth Group level.
The curriculum which provides students with
developmentally and age-appropriate skills is
designed to give students experience and expertise
with broad-based concepts that are applicable
in a wide range of applications and across multiple
technology platforms, i.e. different operating
systems and various handheld devices – PDA’s,
tablets, etc. The program fosters the ethical
use of technology both locally and on the Internet.
The ultimate goal is that students understand
both the possibilities and limitations of technology
and be prepared for the inevitable changes that
technology brings.
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LIBRARY OVERVIEW
The library program fosters a lifelong love
of reading and develops the research skills students
will use throughout their lives. Lifelong learning
is promoted by emphasizing reading for pleasure,
enrichment, and research. Books are read aloud
to all groups. Groups Four through Six participate
in the Battle of the Books and the Rebecca Caudill
Young Readers Award program. Extracurricular
book clubs are offered to all Middle School
students as well.
Students in the school participate in a variety
of research projects throughout the year. The
library coordinates the instruction of research
skills with the curricular needs of the classrooms.
These information literacy skills include: locating
and using sources available in the library, navigating
the Internet, creating bibliographies and note
cards, developing effective search strategies,
and evaluating information. Students are taught
to act responsibly with respect to intellectual
freedom, access to information, communication
of information, and intellectual property rights.
The library web page has the two bibliographic
formats students use for their research papers
as well as links to area public libraries, an
online periodical database, and selected research
sites.
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PHYSICAL EDUCATION OVERVIEW
The Physical Education program spans Pre-kindergarten
through Eighth Group. Each level builds upon
the skills and attitudes previously learned,
and emphasis on character development remains
strong and constant.
The overall goals of the Physical Education
program are to provide and encourage opportunities
for students to:
- Build fitness components, introduce a variety
of neuro-muscular skills, acquire a body of
knowledge about physical activity and its benefits,
and develop positive attitudes and behaviors
toward physical activity.
- Incorporate information and appreciation
for the “nature” of the body and
how it best functions with daily exercise and
challenges appropriate for all age groups.
- Stimulate growth and development of good
body mechanics, fundamental skills, and rhythm
coordination through a variety of activities.
- Promote social development through experiences
in group games, leadership opportunities, and
cooperation.
- Develop character by fostering an attitude
of honesty, a spirit of fair play, the acceptance
of individual differences, self-confidence,
and self-control.
- Improve mental and emotional health through
participation in a wide variety of individual
and team activities.
- Appreciate the carry-over value that physical
education has for lifelong leisure-time activities.
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CHARACTER EDUCATION
While parents have the primary responsibility
for the development of character in young people,
we believe that the school also plays a vital
role. During the school year, children spend
the majority of their time in the care of teachers
and other adults who exert a strong influence
on their lives. It is important then, that school
and home develop a close partnership in guiding
the student’s moral development.
The development of character has been an integral
part of The Avery Coonley School since its inception,
with core values integrated into every aspect
of the curriculum. In addition, the Strategic
Initiative on Character Education has developed
Building Blocks of Character that support the
mission of the school and form the basis of our
Character Education program. These include the
following: Appreciation of the Individual, Civility,
Gratitude, Honesty, Kindness and Consideration,
Responsibility, and Volunteerism. The whole school
engages in a unified focus on one Building Block
per month. A variety of activities provide opportunities
for the heightened awareness of the importance
of good character and the role it plays in the
everyday life of the school. Literature is a
vital component of the program, involving families
on a regular basis. Monthly selections on each
core value are sent home with each child. Families
are asked to spend time together reading and
discussing these selections. Students are then
encouraged to share their views on the core values
through a variety of activities carried out in
the classroom and/or advisory groups. At Avery Coonley we believe that Academics + Character = Success.
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STUDENT
ADVISORY PROGRAM
The ACS Student Advisory Program for Middle
School students is an affective educational program
designed to focus on the social, emotional, physical,
intellectual, psychological, and ethical development
of students. It is intended to provide consistent,
caring, and continuous adult guidance at school
through the organization of a supportive and
stable peer group that meets regularly under
the guidance of a teacher serving as an advisor.
Traditionally, the schooling process has emphasized
the three R’s (reading, writing, and arithmetic)
as the key curricular areas for middle-level
programs. In the complex and technological world
of the Information Age, however, a fourth R,
referred to as “relationships,” has
taken on new meaning and new responsibility.
School advisory programs must play a major role
in helping our young people through the turbulence
and hurdles of early adolescence.
The advisory program helps bridge the gap between
the self-contained Lower School classroom and
the independent world of high school. It offers
Middle School students the best of both worlds
because it provides every student with an advisor
who has a special concern for the student as
an individual and encourages independence and
personal growth needed for high school success.
Goals of the program:
• To improve the students’ self-esteem
• To develop students’ skills in
problem solving
• To develop students’ skills in
conflict resolution
• To provide a support system for each
student
• To help students develop good study habits
and organizational skills
• To provide a forum for student concerns
• To encourage students to perform school
and community service
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