Curriculum

Hales Corners Lutheran School (HCLS) has a rich heritage and long standing commitment to academic excellence that is rooted in the Christ-centered mission that flows from the Lutheran Confessions. The Common Core State Standards (CCSS) is a tool that provides additional guidelines upon which the rigorous programs of study for our students are designed. The rigor is not the product of the CCSS standards alone; rather, is connected with the instructional process provided by our HCLS educators.

Instructions for Parents/Guardians

Please read the following policies and consequences carefully. Also remember that you are legally responsible for your student’s actions.

Students should understand that as they use the Internet they must “... take captive every thought to make it obedient to Christ.” (2 Corinthians 10:5b)

In a number of classes we are introducing students to electronic mail and other global information resources, including the Internet. Our schools have developed a policy to enhance your student’s education through the use of the Internet. We believe that it is imperative to teach our children about making Christian choices so they will be better suited to make the same type of value judgements as adults.

Precautions HCLS has taken to restrict access to inappropriate sites

• Web content filtering software is installed on the student network. This software blocks objectionable material and monitors which websites are accessed by students. While very effective, it is not capable of blocking all such material all the time.

• Access to the Internet is only allowed under direct teacher or staff supervision.

• Students are always told which websites they may go to during the lesson. They are never left to browse the Internet without any instruction.

Computer Lab Policy

In order for all students and staff to benefit from the network and lab, those who use it must do so in ways that give honor to our God and show concern for the needs of others. To that end, users of the Hales Corners Lutheran Family of Schools network and lab are expected to abide by the following rules.

(Please note that all the rules will be covered with your student at the beginning of the school year.)

Computer and Network Use

1. Students will treat equipment carefully so no damage is done.

2. The network and lab will be used for educational purposes only. No use for personal financial benefit or entertainment purposes is allowed.

Internet and E-mail

1. When on the Internet, students will go only to those sites the teacher authorizes.

2. Students will use the school issued email appropriately.

3. Students are not to use inappropriate language, harrassment, discriminatory remarks or other harmful behavior while communicating with others on the network or the Internet.

4. Students are not allowed to create unofficial Hales Corners Lutheran Family of Schools websites or defame the school, other students or staff in any online environment.

5. Students are not allowed to create, maintain, or access personal web pages, blogs or personal email at school.

6. Students will act in accordance of copyright laws.

7. Students will respect the rights and privacy of other authorized users and themselves on the network by not giving out personal information or passwords.

Bring Your Own Device Policy

1. Students may bring their own devices to school and use our filtered wireless network. Students may only use the devices at the teachers discretion and are responsible for the device and content they access on the device. The device must be labeled with the student's name.

2. Hales Corners Lutheran School is not responsible for lost, damaged or stolen devices.

Consequences For Not Respecting the Rules may include:

• Students will lose a letter grade for each infraction during lab time.

• Losing the privilege of using the computers and/or the Internet.

• Call home to parents

• Restitutions for damages

• Incident Reports

• Detentions

• Warning of suspension

• Suspension from school

• Criminal acts will be referred to the proper government authority

Hales Corners Lutheran Schools Internet Safety Policy

It is the policy of Hales Corners Lutheran School to: (a) prevent School network access to or transmission of inappropriate material via the Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of student personal information; (d) provide Internet safety education to students and (e) comply with the Children’s Internet Protection Act (CIPA).

Hales Corners Lutheran School takes reasonable measures to ensure that students do not access material and content that is potentially harmful to minors. As required by CIPA, Hales Corners Lutheran School utilizes a technology protection measure (“filter”) that blocks access to material that is potentially harmful to minors. The filtering technology blocks Internet content and visual depictions including, but not limited to: pornography, child pornography, sexual acts or conduct, and other obscene material that may be deemed harmful to minors.

School administrators, supervisors, or other authorized staff may disable technology protection measures for legitimate educational purposes, bona fide research or other lawful purposes. Hales Corners Lutheran School may override the technology protection measure for a student to access a site with legitimate educational value that is wrongly blocked by the technology protection measure.

The Hales Corners Lutheran School staff monitor student use of the Internet, through either direct supervision, or by monitoring Internet use history, to ensure that network services are used within the context of the School’s instructional program, educational goals, and to enforce the Internet Safety Policy. Additionally, the School takes reasonable precautions to prevent unauthorized access (“hacking”) to electronic student records and information. These precautions include, but are not limited to: network firewalls, confidential passwords, data encryption, electronic monitoring and physical data security.

Hales Corners Lutheran School provides instruction to minors on the topics of Internet Safety and appropriate online behavior. Internet Safety education topics include, but are not limited to: online behavior and ethics, social networking safety, chat room safety, cyberbullying awareness and response and other online privacy and security issues.

The Hales Corners Lutheran School network and computing systems are for educational use only. The School makes no assurances of any kind, whether expressed or implied, regarding any Internet, network, or electronic communication services. Even with the above provisions, Hales Corners Lutheran School cannot guarantee that a student or staff member will not gain access to objectionable or inappropriate Internet material

Hales Corners Lutheran School Handwriting Curriculum

Implemented June 2013
Diana Bartholomew, Margaret Hammer, Gloria Lawrence,
Cindy Lemerande, Lois Lindeman, Denise Meyer

PHILOSOPHY

Hales Corners Lutheran School believes that handwriting is important to the total education of all of our students. All students are expected to use their God given ability to reach the high expectations of penmanship expected in our curriculum. The teachers believe that manuscript writing should be introduced at the kindergarten level with competency demonstrated by the middle of second grade. Our school will introduce cursive writing to the students in the second semester of second grade. Our students will demonstrate competency by the end of third grade. The student who hasn’t mastered the skills introduced by the target time will receive individual consideration. The students in the fourth grade will review cursive letter formation. Students in fifth through eighth will use the basic skills of cursive writing at the discretion of the teacher. 
Keyboarding and word processing skills will be introduced and utilized at the appropriate grade levels throughout the curriculum. This is meant to work in conjunction with handwritten work.

EXPECTATIONS

Hales Corners Lutheran School believes in the importance of neatness and legibility of a person’s cursive and manuscript writing. The emphasis on these skills will be integrated into all areas of the curriculum. A standard form for all written assignments in fourth through eighth grades is attached. The standard for kindergarten through third grade is that the paper must be identified with the student’s name.

ASSESSMENT

The students in kindergarten through third grade will receive an appropriate handwriting/neatness mark as an indication of their progress on their assessment report. A grade will not be given for students in fourth through eighth grade in handwriting. Good paper presentation is expected for all written assignments including workbook assignments. The teachers will communicate unacceptable paper presentation to the student.

INSTRUCTIONAL MATERIALS

Hales Corners Lutheran School will use the publisher, Zaner Bloser, to guide the direction of the handwriting curriculum. The Scope and Sequence will follow the Zaner Bloser curriculum. The teachers will use the workbooks provided by Zaner Bloser through second grade. Third and fourth grade teachers will utilize the teacher resource material from Zaner Bloser for introduction of cursive and for review as necessary.

PAPER PRESENTATION FORM HALES CORNERS LUTHERAN SCHOOL FOURTH THROUGH EIGHTH GRADE
Implemented June 2013

HEADING

The heading will be in the upper right hand corner starting on the first line of the paper. The heading includes the following:

• Name

• Date

• Subject

• Assignment

FRINGE

Fringe is unacceptable for any homework assignment to be turned in.

INK

Black and blue ink is acceptable for all papers except math. Use of other colors is at the discretion of the teacher. Math papers are done in pencil throughout all the grades.

PAPER

Paper should be 8 ½ by 11, wide or college ruled.

HANDWRITING

Teachers will take into consideration that students have developed a personal style of penmanship in the fourth through eighth grade. The handwriting of the students should follow the basic format of the method that the student has learned and must be neat and legible. The teacher will decide what form of printed communication (manuscript, cursive or word processor) the student will use.

 Hales Corners Lutheran School - Health Curriculum - June 2nd, 2021

Health Curriculum Committee: Patrick Doherty, Chad Kogutkiewicz, Jana Horn, Hillary Czernicki, and Katelyn Naber.

Philosophy: At Hales Corners Lutheran School, the study of health (spiritual, physical, emotional, and mental) is imperative to our entire curriculum. It is our philosophy to embrace health from a Christ-centered approach of being in the world but not of the world. Our lives, and the lives of all people, should be embraced as a gift from our God and be treated with Christ's care. This Christ-centered approach is broad, sweeping, and focused in and through the use of God's Word in all aspects of our school community.

Framework: Our curriculum fosters the spiritual, physical, emotional, and mental growth of each child through a cross-curricular approach, implementing nine monthly themes throughout the course of the school year, capturing the diverse complexities of health, and its role in the development of the whole child.  In addition, our curriculum integrates a class specifically designed to approach various health topics, with a Christ-centered approach, called “Loved and Sent.”  Lastly, our health curriculum continues to partner with Concordia Publishing House and their sex education program, “Learning About Sex.”  Through these various avenues, we are successfully delivering a curriculum that ensures spiritual, physical, emotional, and mental growth.

Monthly Themes (Biblical suggestions):

August/September - Respect (1 Peter 3:15) 

October - Physical Health (1 Corinthians 6:19-20, Psalm 139:14)

November - Gratitude (Psalm 106:1, Psalm 86:12) 

December - Service (Mark 10:45, 1 Peter 4:10) 

January - Decision Making/Problem Solving (Colossians 3:1-2, Proverbs 3:5-6) 

February - Relationships (Matthew 22:37-39, John 15:13) 

March - Empathy (Colossians 3:12, Romans 12:15)

April - Self-Awareness/Growth Mindset (Proverbs 2:1-5) 

May/June - Mental Health/Emotional Health (Romans 15:5-6)

*The following subtopics may be integrated within multiple themes.  Feel free to use these and/or add your own to the list:

• nutrition, hygiene, exercise, sleep, peace, purpose, kindness, identity, joy, purpose, goodness, goal-setting, perseverance, self-control, compassion, social equality, communication, boundaries, honesty, integrity, courage, patience, gentleness, love, faithfulness, etc.

*The following are ways in which we may incorporate the subtopics into our monthly theme:

• Classroom instruction, chapel theme message, bulletin boards, morning prayer/announcements, newsletter articles, contest, guest speakers, read alouds, art projects, Scholastic News, library books, challenges, tip of the week/month, recognition, etc.

Hales Corners Lutheran School 

Language Arts Curriculum

June 2017 (updated May 2019)

Diana Bartholomew, Crissy Peterson, Brenda Granley, Sarah Jensen, Lori Kelling, 

Vicki Mertz, Heather Schmidt, Adrienne Scott, Hillary Czernicki, Judy Lillquist, Ellyn Heicher, Cindy Lemerande

HCLS Language Arts Curriculum - Philosophy Statement

Effective communication, the core of language arts, is basic to learning, to everyday life, and to sharing the Gospel message of Jesus Christ. Students need speaking, listening, reading and writing skills to be witnesses of their faith and to function well in society.

To facilitate learning, HCLS will provide literacy experiences and instruction that are:  

• Authentic

• Comprehensive

• Growth-oriented

• Student-centered

Authentic

Literacy experiences should be authentic, meaningful, and relevant to enable students to transfer content knowledge across the curriculum and empower our students to be Christian witnesses and productive members of society.

• Provide students reason and purpose for learning through authentic and meaningful experiences.

• Design learning opportunities that are relevant by intentionally connecting materials and activities to student interests, church community, and the world outside of school.

• Dedicate blocks of time to engage in reading and writing that support learning and aid in the development of positive and productive habits.

• Students will transfer skills that have been learned across genres, content areas, and for a variety of purposes.

Comprehensive

Literacy instruction and experience should be comprehensive and integrate the six language arts areas: These six skill areas are necessary for students to extend their literacy knowledge, to develop the language skills needed to pursue life’s goals, and to become more responsible and productive members of God’s family.

• Reading: Reading/language arts teachers use their knowledge of the reading processes, of their students, and of the dynamic connections within the other language arts to create effective instruction so that all readers construct meaning and develop an enduring appreciation of reading.  Types of reading may include nonfiction, fiction, poetry, prose, contemporary, and classic literature.

• Writing: Reading/language arts teachers use their knowledge of writing processes, language acquisition, writing development, and ongoing assessment to provide authentic and relevant instruction that prepares students to write for a variety of purposes and audiences. Types of writing may include persuasive, informative, narrative, reflective, creative, and journalistic.

• Speaking and Listening: Reading/language arts teachers know, value, and teach oral language development, listening, and both verbal and nonverbal communication skills as essential components of literacy. They provide opportunities for all students to listen and speak for a variety of purposes and audiences. Types of speaking opportunities may include individual, group, partner, impromptu, informative, persuasive, and worship. Listening may include read alouds, podcasts, student speeches, group conservations, and chapel speakers.

• Viewing and Visually Representing: Reading/language arts teachers know, value and teach viewing and visual literacy as essential components of literacy instruction in order to prepare students to interpret and interact with an increasingly visual world. Types of viewing opportunities may include videos, websites, screencasts, live performances and films. Visual representations may include photos, graphs, data charts, maps, illustrations, images and symbols.

Growth-Oriented

Literacy experiences should be growth-oriented, meeting students at their ability level 

and challenging them to build on prior knowledge, while effectively using their 

God-given talent.

• Differentiate instruction and provide a variety of resources to meet different learning styles and needs.

• Facilitate critical thinking experiences.

• Provide adequate time to engage reading and writing.

• Track and evaluate in order to provide timely feedback and help students set meaningful goals.

• Encourage growth by offering challenging and progressive experiences.

• Students may face a lack of visual progress in the language arts areas. Teachers will encourage and cultivate grit, which can be defined as a distinct combination of passion, resilience, determination, and focus that allows students to maintain the discipline and optimism to persevere in the goals.

Student-Centered

Student-centered instruction will empower students to take ownership of their learning and the development of their literacy skills. Carefully selected literacy experiences and instruction will establish independent thinkers, allowing students to identify and take ownership in voice, choice, reflection and agency.

• Voice (what to learn): Students will contribute to decisions related to method, timing, content, and/or final product.

• Choice (how to learn): Students will be provided with options they may choose from related to task, content, and product when appropriate. 

• Reflection (how to track progress): Students will consistently engage as active users of feedback to support their learning.

• Agency (how to determine success and ways to improve):  Students will be empowered as informed learners and will be equipped to progressively take responsibility for their own learning. 

Hales Corners Lutheran Elementary and Middle School Music Curriculum

April 2008

Philosophy

Hales Corners Lutheran Elementary and Middle Schools believe that music is a special gift from God and important to be taught to all of our students. All students are expected to use their God given abilities to achieve the high standards of music performance and knowledge set out in our curriculum. Our teachers believe that general music should begin with our youngest students at age 3 and continue on through the eighth grade. Further, we believe it is important to be instructed by quality music teachers who specialize in specific areas of music study. We believe that this variety of music offerings provides for a broad knowledge of music reaching all students at every level of musical ability.

Expectations

Hales Corners Lutheran Elementary and Middle Schools believe in the importance of music for worship (for our own worship and in leading others), as well as, the importance of a general knowledge of music to provide students with a connection to the world around them. Students will be expected to participate in worship through music in a variety of ways including, but not limited to: Christmas Services, weekly Chapel services and other outreach opportunities. Students will also be expected to experience a broad spectrum of music from around the world and in many languages.

Assessment

Students at Hales Corners Lutheran Elementary and Middle Schools are assessed in their music learning through participation in class discussion and activities including movement, creating and improvising, singing, playing, listening to, and reading / writing music. Students are also assessed in their participation in leading worship at Christmas and other various times throughout the school year.

Instructional Materials

Hales Corners Lutheran Elementary and Middle Schools will use the Share the Music text, published by MacMillan/McGraw-Hill. The Scope and Sequence will follow the Share the Music curriculum. Other materials for instruction will include John Jacobson’s Music Express Magazine, for grades K-5, and also Music Alive Magazine for grades 6-8. Both magazines provide six issues a school year. Additional materials including music for worship services and other musical events will be selected on an as-needed basis by the music specialist.

Piano

Hales Corners Lutheran Elementary and Middle Schools offer piano lessons during the school day. Piano lessons are taught by Mrs. Kim Propp, Mrs. Janet Gallo, and Mrs. Tami Samorajski. All three teachers have taught privately, and some continue to do so. They do, however, find the school setting a wonderful way to offer the students many different opportunities to play and perform. The teachers work very closely with each other throughout the year and plan all events together for their students. They all believe music is a universal language and that playing an instrument is as important as learning to read and write. It develops coordination, increases concentration levels, builds confidence, and teaches discipline. They are passionate about making music fun and enjoyable for every student and believe that learning to play an instrument brings life-long enjoyment. All returning students will continue with the same teacher, and beginning students will be placed according to what best fits the teachers’ and students’ schedules.

Hales Corners Lutheran School
Math Curriculum
May 3, 2019

The faculty of Hales Corners Lutheran School believes that God has created an orderly, systematic universe in which mathematics is a universal language that facilitates the ability to appreciate the created order God has given us and further advances the understanding of our modern, high-tech world. The development of strong mathematics abilities prepares students for lives of responsible Christian service to His church and the community. We believe that mathematics, taught from a Christian perspective, will better empower our students to understand how to live a successful and God-pleasing life within our world.

 The students of Hales Corners Lutheran School will:

 -  learn to communicate mathematically

-  become confident in computation ability

-  learn to reason mathematically

-  become mathematical problem solvers using real-life application

-  learn to value mathematics

 At Hales Corners Lutheran School, we strive to meet or exceed the Core Standards in Mathematics as set forth by the Department of Public Instruction in the state of Wisconsin and our National Lutheran School Accreditation (NLSA) goals and standards.

To best meet the needs of our students in developing proficiency or above in mathematics and problem-solving application, a combination of teaching techniques is imperative to the instruction of our students such as small group work, class discussion, use of manipulatives, projects, presentations, individual study, and technology integration.  In addition, students in third through eighth grade have the opportunity to work within different groups designed to meet needed skills.  Students who are ready for advanced work in 6-8th grade mathematics may be selected to take Algebra in 8th grade.  Upon successful completion of the Algebra class, students have the opportunity to earn high school credit for meeting the requirements of Algebra 1.

Teachers in preschool through eighth grade will utilize the mapping of our math curriculum to align objectives.  Teachers will utilize the resources provided by the publisher, available technology, and outside sources to maximize student learning.

 The teachers in our 3K and 4K classrooms will follow our published outcomes utilizing manipulatives and a variety of resources.  The textbook publisher chosen for Hales Corners Lutheran School for kindergarten through third grade is Saxon (2012).  The fourth through eighth grade will use Math Connects (2009) from Glencoe/McGraw Hill with the PreAlgebra and Algebra classes also using Glencoe/McGraw-Hill (2012).

Hales Corners Lutheran Schools Physical Education

April 2007

Mary Naber, Doug Mertz, Eva Fronk, Albert Amling

Philosophy

Through Physical Education, students will appreciate their body as a marvelous gift from God, understand their responsibility to maintain an active and healthy lifestyle, and develop fundamental physical, social, and fitness-related skills by participating in individual and cooperative activities.

Hales Corners Lutheran Schools has incorporated the work of SALSA (Sheboygan Area Lutheran School Association) and made it applicable to our “Family of Schools”. We thank them for the work and expertise shared with our school. 

The SALSA Lutheran Schools “Curriculum Framework for Physical Education" is intended to serve as a resource for your school and for you in planning a well-rounded curriculum in the PE domain. It reflects a collaborative effort of the Lutheran Schools in the SALSA communities of east-central Wisconsin. In this curriculum writing effort, the National PE Standards and the Wisconsin State Standards have been compilated with Integrating the Faith to provide a Christ-centered approach to the teaching of subject matter. These standards will serve as the framework around which the committee has built the curriculum and will integrate the faith. Bullet configurations identify the source of the learner outcome.

• National Standards

• State of Wisconsin Standards (Grades 4, & 8 must be at mastery level by these grades)

• Integrating the Faith

The SALSA Lutheran Schools “Curriculum Framework for Physical Education” is designed as a tool that will follow the same format for all grades JK-8. Each grade level will heed to the same standards and objectives, and it will be up to each individual building to design an implementation process that fits their needs and program.

The SALSA Lutheran Schools “Curriculum Framework for Physical Education” is offered to the glory of God that it may be a blessing among Lutheran school educators and their students.

In the Master Teacher’s Name,
Todd Kohlman, St. John Lutheran School, Plymouth
Sandy Kasten, Bethlehem Lutheran School, Sheboygan
Jana Landgraf, Immanuel Lutheran School, Sheboygan
Greg Kohler, St. John Lutheran School, Sherman Center
Julie Rezeburg, Lutheran High School, Sheboygan
Terry Hubbard, St. John Lutheran School, Plymouth
SALSA PE Committee

Hales Corners Lutheran Curriculum Framework for: Physical Education

Broad Goals

From a Christ-Centered Perspective, Students Will:

1. Create a balance between cooperative games, team activities, individual activities and physical fitness for our students

2. Appreciate their talents and abilities as gifts from God

3. Understand respective differences in individuals

4. Demonstrate responsible personal and social behavior in physical activity settings

5. Understand how to monitor and maintain a health-enhancing level of physical fitness for a well-rounded lifestyle

6. Apply concepts and principles of movement to the learning and development of physical skills

7. Use a variety of basic and advanced movement forms

8. Demonstrate competency in many forms of movement and proficiency in some

9. Understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction

10. Utilize the Fitness Room and Community Center to enhance physical fitness in the Middle School

Learner Outcomes:

The following pages contain outcomes that we expect to be evaluated at the end of first, fifth and eighth grades. We see these as benchmarks. We realize that all grade levels, including PS3 and JK4 teach each of the outcomes in age appropriate ways.

Hales Corners Lutheran Schools Religion Curriculum

June 2013
Brenday Granley, Heather Schmidt, Diana Bartholomew, Doug Mertz, Meaghan Hessenthaler, Sue Ellingsen, Jessica Dixon, Crissy Peterson, Judy Lillquist, Albert Amling

The teaching of God’s Word at Hales Corners Lutheran School is the reason for our existence. The opportunity to teach children within a Christian environment is a privilege and one that the teachers of Hales Corners Lutheran School deem very important. The command to assist parents and families to educate our students in God’s Word is given to us in Proverbs 22. All aspects of our academic curriculum must integrate the teaching of God’s Word. It is through God’s Word that we can influence young people and help them to grow in their relationships with God, their family, peers and the world.

Within our religion curriculum, Hales Corners teaches the Christian faith according to the doctrines of the Lutheran Church – Missouri Synod (LCMS). The teachers do this with regular instruction of God’s Word, Bible study, the application of God’s Word to the student’s lives through the memorization of God’s Word and Luther’s Catechism, worship, daily devotions and prayer. The daily instruction for Primary School through eighth grade utilizes the “One in Christ” curriculum published by Concordia Publishing House of the LCMS.

The assessment of religion is a very difficult topic. We believe that we are assessing knowledge, not faith. In PS3-K, the students are evaluated with emerging and mastery marks. In grades 1-5, the teachers have separate marks for memory and knowledge. In grades 6-8, assessment is earned through a combined grade using memory (40%), knowledge (50%) and participation (10%).

Starting in first grade the English Standard Version (ESV) Bible will be the standard for all memory curriculums. In order to better align with the One in Christ curriculum, we adopt the following plan for memory:

Memory assignment expectations:

• 1st and 2nd grade: 1 memory passage per week (Bible verse from curriculum or Catechism)

• 3rd - 8th grade: 2 memory passages per week (Bible verse from curriculum or Catechism)

What HCLS students will memorize

• 1st - Bible verses

• 2nd - Lord’s Prayer, Ten Commandments, Apostle’s Creed and Bible verses

• 3rd - Books of the Bible, Lord’s Prayer, Ten Commandments, Apostle’s Creed and Bible verses

• 4th - Books of the Bible, Ten Commandments and the Close of the Commandments with meanings and Bible verses

• 5th - Lord’s Prayer with petitions/meanings, Ten Commandments and Close of the Commandments with meanings, Apostle’s Creed with meanings, Baptism First Questions, Words of Institution and Bible verses

• 6th - Books of the Bible, Baptism questions with meanings, Sacrament of the Altar with meanings and Bible verses

• 7th - Lord’s Prayer with petitions/meanings, Ten Commandments and Close with meanings, The Creed articles with meanings, Baptism questions with meanings, Sacrament of the Altar with meanings and Bible verses

• 8th - Lord’s Prayer with petitions/meanings, The Nicene Creed, Apostle’s Creed with meanings and Bible verses

Hales Corners Lutheran Schools Science Curriculum

June 2022

Jana Horn, Emily Lenz, Debby Farrar, Sarah Jensen, Patrick Doherty, Crissy Peterson

Philosophy

At Hales Corners Lutheran School, we believe that science is the study of the universe God has created for us to use, care for, and enjoy.  It is the study of the natural laws He has put into existence to give the universe order.  While teaching and learning science in the Christian classroom setting, we can rejoice in the words of Psalm 19:1, "The heavens declare the glory of God; the skies proclaim the work of His hands."  We can find peace amid the rampant discoveries that bombard the present day believer, knowing that no matter what, God still is "sustaining all things by His powerful Word" (Heb. 1:3).

There are very natural ties between science, religion and the entire curriculum that we teach. Our teachers will use every opportunity to integrate activities and to point out these correlations.  We believe that God created the world as recounted in the book of Genesis.  Science will be taught from the Creationism perspective at all grade levels.  Evolutionary theory and concepts will be presented so that they are able to understand, discuss and defend their beliefs intelligently in our current world-view perspective.

Curriculum

We believe that teaching science is more than helping students acquire factual knowledge.  It is also teaching a process and skills.  For that reason, a variety of instructional techniques will be used to reach our students who have different learning styles.  

In preschool through second grade, science will be an integral part of the thematic units that are taught.  Trade literature as well as hands-on activities and lab experiences will be used on a regular basis.  Age appropriate science activities that engage students in understanding the scientific process will be integrated into the curriculum so that the students begin to associate the joy of discovery and the rewards of curiosity with basic science concepts. 

A textbook and lab approach will be used to teach scientific process, skills, and knowledge in third through eighth grade.  Grades three through five will use a general science theme with designated areas of study.  Grades six through eight will experience a rotating curriculum of chemistry, biology, and physical science.  All grades will follow our Science Curriculum Map referring to the textbook scope and sequence as needed.

There are significant benefits for enhancing the science learning process through out-of-the-classroom activities.  For this reason, efforts will be made to provide for extra "hands-on" lab opportunities, science challenges, in-house speakers, field trips, community resources and extracurricular science activities to supplement the science curriculum.  

We have chosen the following science resources to guide our curriculum: 

Early Childhood: thematic units

Kindergarten: Little Science Thinkers

Grades 1-3: Amplify

Grades 4-5: Foss

Grades 6-8: Activate Learning 

Standards:  Next Generation Science Standards

Hales Corners Lutheran Schools Social Studies Curriculum

June 2021

Sarah Jensen, Renee Westphal, Hillary Czernicki, Annette Campbell, Andrew Vought, Crissy Peterson

HCLS Social Studies Curriculum - Philosophy Statement

updated 3-8-21

As faculty of Hales Corners Lutheran School, we believe that social studies is the study of people, geography, history, culture, human relationships and society.  The concepts and objectives of our social studies curriculum, taught from a Christian perspective, will help our students better understand how to live a successful and God-pleasing life within our world.  We believe it is important that when students leave Hales Corners Lutheran School, they appreciate the qualities and characteristics of the people in the world created by our Lord.  Through social studies, hand in hand with God’s Word, our students are prepared to respect, interact, and empathize with all of God’s people.

At Hales Corners Lutheran School, we strive to meet or exceed the standards set forth by the state of Wisconsin and our National Lutheran School Accreditation (NLSA) goals.  Social studies is a subject fully incorporated into every aspect of the curriculum; therefore, as we integrate these topics into our religious and other content area instruction we more than meet state guidelines.  

To best meet the needs of our students, a combination of teaching techniques is imperative to the instruction of our students; i.e. small group work, simulations, class discussions, presentations, individual study, field trips, and research projects.  The use of technology enhances the learning experience at all grade levels.  Current events are taught on a consistent basis as teachers take advantage of teachable moments.

It is our intent for the students in preschool through eighth grade to follow a prescribed scope and sequence as outlined in our curriculum map.  Teachers will utilize the resources provided by the publisher as well as outside sources to teach the curriculum.   The textbook publisher chosen for Hales Corners Lutheran School for first through fifth grade is BJU Press.  The sixth through eighth grade will use National Geographic.

The Learning Resource program serves the needs of students requiring intervention in the area of literacy and curricular support. Our Learning Resource teachers assist with assessment, coordinating with the Whitnall School District for IEP evaluations, and facilitate our Student Growth Plans. In addition, Learning Resource teachers may meet with students for extension and/or enrichment activities.

Our HCLS Motor Lab is a program that provides movement opportunities to raise academic achievement to a higher level. Skills critical to school and life success are developed through a variety of movement activities. Many students have limited physiological and neurological readiness skills needed to complete all the academic tasks required for school. 

The movement activities in the motor lab are designed to stimulate coordination between the brainstem and the cortex. Too often the cortex is handling functions that should happen automatically in the brainstem and little room is left for higher level thinking, comprehension, and processing skills. The movement activities will help students’ ready minds for academic learning. In addition, these activities will encourage the development of the sensory and motor systems and enable each student to use his/her God-given talents and abilities to function at maximum potential. 

What do the children do in the Motor Lab? Children participate in specially designed activities to strengthen muscle and brain function, as well as build balance, coordination, endurance and body awareness in a fun and challenging way.   

Movement is key to learning. The basis for the activities in the lab is based on Ready Bodies, Learning Minds (manual)—by Athena Oden 

 “I am fearfully and wonderfully made.”  Psalm 139:14