The curricula followed by the students in Saint Eleanor School is developed by and/or approved by the Archdiocesan Superintendent of Schools through the Department of Elementary Curriculum, Instruction, and Assessment. Guidelines for specific curriculum areas are prepared and disseminated through the Office of Catholic Education. The following is a brief description of the topics covered in each curriculum area.

Religion

Topics covered in each grade are listed below.

Kindergarten
Prayer, Mary, Christian Community, Feasts, Traditional Prayer, Creation, The Bible, The Liturgical Year, Sacraments, The Holy Family, Feasts, Worship, The Trinity, Easter Season, Ordinary Time

Grade One
God the Father, Creation, Living in God's World, God the Son, Jesus Christ,
God the Holy Spirit, Sacraments of Initiation, Mary, Titles of Mary, Days in Honor of Mary, Prayers to Mary, May Devotions

Grade Two
Blessed Trinity, Sacraments (Initiation, Penance, Eucharist), The Mass, Liturgy of the Word and Liturgy of the Eucharist, Topics Related to the Mass, Mary, Titles of Mary, Days in Honor of Mary, The Rosary, May Devotions

Grade Three
The Trinity, Sacraments - the Sacraments of Initiation and the Sacraments of Healing, The Sacrament of the Eucharist, God's Law, Christian Community, Mary, Titles of Mary, Days in Honor of Our Lady, Prayer to Our Lady, May Devotions

Grade Four
God the Father, Commandments, Grace, Sin, Conscience, Mary, an Example of Faith, an Example of Holiness, Days in Honor of Mary, Prayers (Includes the "Litany of the Blessed Virgin"), Jesus Christ Our Redeemer, The Beatitudes, Works of Mercy, The Virtues, Mary, Apparitions, Titles of Mary

Grade Five
All seven Sacraments, Sacraments of Initiation, Mary and our Major Beliefs about her, Mary and Christian Devotion, Prayers, The Sacraments of Healing and the Sacraments at the service of Communion, Mary, Titles of Mary, Shrines to Our Lady, Symbols of Mary, Days in Honor of Mary

Grade Six
The Bible, Old Testament (Choosing a Special People: Modes, Exodus, and the Covenant), Mary, Dogmas Believed, Prayer, Old Testament (Joshua, Judges, Kings, Important Queens, Prophets, Biblical Women), Christ Fulfills the Old Testament, Mary, Biblical Places and Days in Honor of Mary, Prayer (Mysteries of the Rosary)

Grade Seven
New Testament, Jesus: Jesus the Christ, Jesus Is Lord, Mary: Mary in the Gospels, The
Virginal Conception, Always a Virgin, Days in Honor of Mary, Prayers, Liturgy and
Worship, The Liturgical Life of the Church, Mary: Blessedness of Mary, Mother of
God

Grade Eight
The Church Concepts, Marks, Development, Liturgy, Sacraments and Sacramentals,
Mary, Marian Churches and Shrines, Mary in Art, Titles of Mary, Days in Honor of Mary, Prayers, The Dignity of the Human Person: Human Freedom and Human
Conscience, The Virtues, Sin, Mercy, Law, Grace, and Christian Holiness,
The Ten Commandments, Christian Prayer, The Tradition of Prayer, Expressions of Prayer, Challenges to Prayer, The Lord's Prayer - "Our Father", Mary and Christian Devotion

In each grade the Liturgical Year (Ordinary Time; Advent; Christmas; Christmas Season; Lent; Holy Week; the Triduum; Easter Season; Saints, Feasts, and Special People) is developed according to the appropriate level. Prayer and the various forms of prayer are taught. Social Justice issues are also a strong part of our religion curriculum. The importance of attendance at weekly Sunday Mass is stressed. In following the religion guidelines Saint Eleanor School utilizes texts, which have been approved by the Office of Catholic Education. The teaching of religion is complemented by all our liturgical experiences throughout the school year.

Integrated Language Arts - Grades 1- 8

The Integrated Language Arts Curriculum (ILA) reflects the Standards of the National Council of Teachers of English and the Pennsylvania Framework. Instruction in Integrated Language Arts has strong foundations in literacy: reading, writing, thinking, speaking, listening and visualizing. Skills are further developed in critical thinking, literary evaluation, methods of research, competency in self-expression and metacognitive awareness.

Reading

Anthologies have a range and variety of literature including classics and contemporary works tl1at include options for study by theme or genre. Novels may be used judiciously and only with quality novel guides.

Writing

The writing process with the subprocesses of prewriting, drafting, editing, and publishing, with both linear and recursive movements of revision, is the model plan for the teaching of writing. In addition, some free writing should be integrated into the before/during/after segments of the literacy lessons. Writing to learn experiences in the content areas as well as in ILA classes serve to increase comprehension and recall of material.

Vocabulary, Phonics, Spelling, Grammar

Components in any literature based program include direct instructional and developmental lessons in vocabulary, phonics, spelling and grammar. These skills, however, should never be taught in isolation but in relation to the literacy instruction/assessment classes

Spelling

The Spelling strand of the ILA Guidelines suggests consistent instruction in phonetic analysis (Grades 1-3), structural analysis (Grades 4-6), and etymology (Grades 7-8).

Library/Reference Skills

Strong emphasis should be placed upon the library/reference skills strand included at each level of t1le ILA Program.

Curriculum Areas Integrated Language Arts

LITERACY ASSESSMENT PLAN

The Office of Catholic Education requires that each school develop a written Literacy Assessment Plan which will list and identify the instruments used for assessment and evaluation at each grade level, The plan should specify the contents of the two portfolios that are to be maintained for each student. It is suggested that each school review its Literacy Assessment Plan annually and make revisions as needed.

PORTFOLIO ASSESSMENT

Assessment and instruction should be closely linked. With Integrated Language Arts, many sources of assessment data can be used to document and evaluate a student's progress in literacy. The Office of Catholic Education supports a portfolio approach to evaluation since it reflects a "work in progress" philosophy rather than a traditional "mastery of skills" perspective. Portfolio assessment provides a wide variety of student data sources and activities as indicators of each student's growth.

The Permanent Portfolio should contain the minimum required documents. (Refer to: Integrated Language Arts Implementation Guide) At least two years of the latest progress documentation must be maintained in the Permanent Portfolio.

The Working Portfolio should contain a variety of formal and informal assessment tools that reflect the student growth within a one year period. The contents of the Working Portfolio are reviewed periodically throughout the year by the teacher, student, and the parent(s)/ guardian(s). By the end of the year, items from the Working Portfolio should be selected for inclusion in the Permanent Portfolio.

Curriculum Areas Mathematics

MATHEMATICS- GRADES 1 -8

The Elementary Mathematics Curriculum is a carefully planned program, which focuses on understanding of basic concepts and mastery of skills, applying these skills through extensive instruction and practice. Consistent with the state and national standards for mathematics instruction, the curriculum focuses on problem solving which is considered vital to every skill developed. The curriculum also places strong emphasis on communicating mathematically, making real-life and content-area connections and developing reasoning skills.

The mathematics teacher is expected to begin each lesson with exercises in drill and maintenance to strengthen and reinforce skills previously taught. Instruction in study skills and the use of manipulatives and technology are deemed essential to an effective mathematics program.

Diagnostic testing is encouraged as an effective teaching tool. Mastery of each level is determined by Archdiocesan level tests which are intended to be used at the completion of each level.

The Elementary Mathematics Curriculum is divided into nine levels of instruction beginning with Level One and extending beyond the eighth year requirements with a Pre-Algebra Curriculum. The Pre-Algebra Curriculum is intended for use with those students who are capable of working with higher level mathematical concepts, but who are unable to complete a full year of Algebra during their eighth year.

HONORS MA THEMATICS PROGRAM

Students capable of completing the prescribed curriculum in seven years are enrolled in the Elementary Honors Mathematics Program. The students in this program are identified in their third and fourth year and begin an acceleration of levels 4 through 8 in their fourth and fifth year depending on the resources of the individual school. Having completed level eight in their seventh year, these students complete a course of Algebra I in their eighth year. The program is carefully monitored by the school administrator and the Mathematics Coordinator with the use of management guidelines prepared by the K-12 Mathematics Committee. Students who complete this program and satisfactorily master the Algebra I curriculum according to criteria established by the K -12 Committee are able to begin their second-year of secondary mathematics in the freshman year. (Refer to: Honors Mathematics Guidelines for program criteria and requirements for registration.)

Curriculum Areas Mathematics

MATHEMATICS PRIORITY TOPICS

Skills included at all levels: Place value, problem solving and estimation

Curriculum Areas Science

The Elementary Science Curriculum aligns with recommendations of the National Science Teachers ' Association. It includes the development of knowledge, skills, and processes appropriate to the children' s age and grade level.

SCIENCE -GRADES 1 -6

In Grades 1-6 the curriculum spirals in development of topics focused on different branches of science.

The Elementary Social Studies Curriculum is based upon the National Council for the Social Studies Scope and Sequence. The goals of the Social Studies Curriculum include the development of knowledge, skills, values, and social participation appropriate to the children's age and grade level.

Curriculum Areas Specialty Subjects

SPECIALTY SUBJECTS

Specialty Subjects are required as part of the elementary school curriculum by the Archdiocese of Philadelphia and the Pennsylvania Department of Education. Specialty subjects include: Fine Arts, Physical Education, and Technology. While instruction in the specialty subjects vary according to the resources of the local school, the time allotted on the weekly time schedule (Refer to: CIA 609.2) for specialty subjects must be followed as closely as possible.

FINE ARTS: ART/MUSIC

Art and Music education allows students to experience that which is basic to their humanity: the ability to create, to express, and to appreciate the beauty of God's creation, the masterpiece of which is themselves. Every student has a right to an arts education which addresses both appreciation and expression.

PHYSICAL EDUCATION

Physical education is vital to the development of the student and is required as part of the elementary curriculum of the Archdiocese of Philadelphia and the Pennsylvania Department of Education. While physical education facilities vary in the parish schools, every effort should be made to utilize available space for the physical education program. Where facilities are available, other parish activities should be coordinated and scheduled to allow for the use of the facility for physical education.

TECHNOLOGY

Technology education standards address the six major areas recommended by International Society for Technology Education: I) basic operations and concepts, 2) social, ethical, and human issues, 3) technology productivity tools, 4) technology communication skills, 5) technology research skills, and 6) technology problem-solving and decision-making skills. Adherence to technology standards in all grades supports the K-121earning continuum. (Refer to: Policies and Procedures: Technology -700)

WORLD LANGUAGES (optional)

Schools may include world languages in the elementary curriculum, where feasible. The school administrator must ensure that the program is taught by teachers who are competent in this area. The time allotment for a world language program must be in addition to the required curriculum of the Archdiocese of Philadelphia. Consultation and collaboration with the Director of Curriculum and Instruction for K-12 and Staff Development and the local secondary school is recommended when introducing a world language program in a local school.