The articulation of English language environment with a quality
educational program for LAMS requires that all educators involved
in schools work collaboratively to design and implement an ever-developing
and creative curriculum. According to tradition, curriculum should
encompass the principle of respect, challenge learners to achieve
their full potential and contribute to the moral development of
all students. Each LAMS academic curriculum has been designed in such a manner that
it will stimulate a logical progression through the intellectual
stages of critical analysis, deductive/inductive reasoning, clarity
of thought/expression and utilize effective strategies for problem
solving. The teacher, as a leader, creates a learning environment which
provides all learners with the opportunity to learn and succeed.
Having a knowledge of the current research on learning,
the teacher will set high expectations, address the varied learning
styles of students and provide the necessary resource to achieve
success. The principal creates a school environment of mutual respect and
encourages the team approach of teaching at each grade level. She
oversees the development and implementation of the Consensus Curriculum.
Additionally, she is instrumental in the continuing development
of the curriculum scope and sequence and ensures that all teachers
are adhering to establish grade level timelines. The principal
reports the results of the implementations to the parents and for
continues school improvements plans. The curriculum exists for the total development of each student
in our schools. The students, as learners, will assist in the continuing
growth of the curriculum, not only as recipients of learning, but
as creators of new opportunities. A well-developed curriculum encourages,
within every student, an inventive spirit, flexibility to adapt
to change, a desire to set and attain goals, and a belief in themselves. The curriculum includes the following: * In English: language arts (reading, writing, spelling), mathematics, social studies, science, computer, music, and physical education periods. * In Spanish: Lengua Española and Ciencias Sociales de República Dominicana, y Formación Humana y Religiosa. Language Arts Our language arts curriculum actively engages students in the processes of reading, writing, and communication, the three main areas of language. With a focus on meaning, students experience varied opportunities for functional language use. Programs provide for continuous, integrated process-oriented activities and extend and enhance thinking skills. The purpose of the English Language Arts curriculum is to teach students the language abilities they need to communicate effectively as individuals and as contributing members of society. Reading Using a variety of reading materials and grouping practices, students receive instruction and practice strategies; they focus on comprehension and higher-level thinking skills as they read and discuss quality literature selections. Writing Students write for a variety of purposes through the use of a series of interrelated steps known as a writing process. Activities focus on prewriting, drafting, revising, editing, publishing, and sharing. The Language Arts Curriculum fosters the student's understanding, appreciation and enjoyment of language and literature. Instruction in Language Arts should build from basic skills to more advanced skills in a manner based on logical connections and developmental appropriateness. Literacy is the integration of all forms of communication: reading, writing, speaking, listening, and critical thinking. Mathematics We believe a balanced and practical approach to mathematics learning focuses on more than just computation; it teaches students to think mathematically. The curriculum takes into consideration the specific need for the students to learn mathematics with understanding. In order to be effective, a mathematics program must enable students to really understand the mathematics they are doing and to use what they learn to solve the new kinds of problems they will inevitably face in the future. Students will develop persistence, confidence, and ability to do mathematics as they realize that math does have relevance and meaning. Across all grade levels, students learn important mathematics content in the areas of number sense; patterns, relations, and functions; geometry and measurement; and statistics and probability as well as in the areas of mathematical problem solving, communication, reasoning, and connections is evident. Social Studies The social studies curriculum is designed to develop thoughtful, enlightened citizens who can carry our nation into the future with dignity and wisdom. The Social Studies curriculum exposes students to the integrated study of the social sciences and humanities to promote civil competence. The primary purpose of social studies is to help people develop the ability to make informed decisions for the public as citizens of a culturally diverse, democratic society in an interdependent world. A social studies program must have the potential to examine the past and the present to facilitate all students' understanding of their roles as social beings. Students can become aware of their capacity to think creatively and critically to make informed decisions. As students move through the grade levels, they are systemically exposed to and focus upon world geography, history, economics, and government; analyzing patterns within and among world cultures. Science Our science program is designed to promote enthusiasm and a positive attitude about science and to emphasize creative and critical thinking, investigation, and the curiosity necessary to better understand the world around us. Students are systematically introduced to the knowledge, methods, skills, and attitudes of scientists as they engage in units of study that explore the three major science areas: Life Science, Earth Science, and Physical Science. The main goal of our science program is to create an environment conducive to inquiry and investigation in order to develop in all students the ability to recognize, analyze and solve problems related to the world around them. Spanish It is the goal of the Spanish program to raise student awareness that language is a fundamental instrument in the analysis and search for reality; being absolutely necessary for intercommunication and as a source of pleasure and enrichment on a linguistic and personal level. To this end, it is our aim to provide each student with a broad knowledge of the Spanish language, which in most cases is his/her native tongue, and raise the level of awareness regarding their own identity and culture. Students receive five periods of Spanish classes weekly in compliance with the Dominican Ministry of Education legal requirements. Aside from the Spanish class, students receive "estudios sociales" which focuses on all social studies aspects of the Dominican Republic . |
