Curriculum

The Curriculum at HPES is guided by Vermont's Framework of Standards and the Grade Expectations which provides more specific guidelines for when information should be taught within a two grade window.  If you are interested in learning more about either to learn what we will be teaching, please click on either of the links below.  They will take you to the Vermont Department of Education Website.   Your student's teacher will fill you in on the specifics of what your child is working on as the year progresses in their newsletters.  Some faculty produce weekly newsletters and others provide information on a monthly basis.  Please be assured that you are welcome to call your child's teacher at any time to inquire about what your child is learning or to set up a conference.  

Our Cross-Curriculum Learning Principles guide planning and instruction that helps learners see new meaning and become accomplished at translating content into the abilities reflected in the Mission Related Goals.

 Learning Principle 1: Transfer of Knowledge and Skills

Learning should be transferable across subjects and should engage or empower the learner to successfully understand big ideas and connect facts, skills and experiences so that new challenges can be mastered.

       This principle is applied instructionally when…

·         Students are engaged in real world tasks that are relevant and transferable.

·         Essential questions frame big idea(s) and drive lessons and assessment tasks.

·         Teachers function as coaches, helping learners use feedback to deepen their understanding.

 Learning Principle 2: Assessment for Learning

Learners require a clear understanding of expectations as well as effective feedback on their learning attempts.

      This principle is applied instructionally when learners

            ·       Can demonstrate an understanding of where the work is headed because the ultimate performance goals, tasks, rubrics, and models are clear from the start.

  •         Receive consistent, timely and clear feedback.

      This principle is applied instructionally when teachers

  • Use rubrics and/or standards consistently across classrooms and grade levels.
  • Share, model and discuss benchmarks.
  • Use formative assessments to ensure that students receive feedback on their performance.
  • Adjust their instruction based on results of formative assessment
 Learning Principle 3: Self Assessment

Understanding can be attained only by regular reflection, self assessment, and self adjustment in trying to apply prior learning to new situations and tasks.

      This principle is applied instructionally when teachers

  • Provide students with ongoing opportunities to self-assess and peer-assess their work, process and products, and make adjustments.

           ·      Students are expected to reflect on their learning.

                (e.g. what strategies worked well, what to try next)

  • Coach students in various metacognitive strategies.
  • Help students to understand their own profile as a learner.

Learning Principle 4: Supportive Learning Environment

Learning requires a safe and supportive environment that encourages intellectual risk taking, refinement of earlier ideas, and questioning of assumptions, beliefs, and habits.

        This principle is applied instructionally when

             ·         Essential questions are the reference points for new content.

             ·         Multiple opportunities to manipulate and reflect on ideas are made available to students and mistakes are used as points for developing critical thinking skills.

             ·         Students are encouraged to try things beyond their comfort zones.

             ·         Students are encouraged to question and explore alternatives.

             ·         Teachers allow students to view them as individuals with whom to explore ideas, not always the source of the right answer.

 

Learning Principle 5: Personalized Learning

Learning occurs in greater depth when content and instruction are relevant to students’ interests, prior knowledge, future goals, and their unique learning styles.

       This principle is applied instructionally when

  • Teachers provide additional learning opportunities for students who have acquired the learning outcomes of a task.
  • Instructional practice is differentiated by such things as flexible groupings, student choices for learning, and multimodal instruction.

 Learning Principle 6: Collaboration and Reflective Practice

Teaching practice and student learning are enhanced when teachers and students collaborate with peers on a regular basis.

      This principle is applied when teachers

  • Have the structured time to come together and engage in a continuous cycle of reflection and action.
  • Regularly meet with colleagues to review achievement data and student work in order to plan for needed improvement

      This principle is applied when students

            ·        Have structured opportunities to enlist their peers as resources for one another.

 

Learning Principle 7: Role of Administrators

Continuous improvement of teaching and learning requires administrators to provide supervision, professional development and opportunities for collaboration that will support teachers as they implement the Learning Principles

This principle is applied when administrators

  • Focus on teacher implementation of the Learning Principles.
  • Ensure that every teacher gets feedback on a timely basis and has opportunities to use feedback to improve practice
  •  Require staff, both as  individuals and teams, to be effective at self-assessment and self-adjustment
  • Ensure that teachers have the time and support to engage in high quality embedded and external professional development and collaboration
  • Identify and lobby for resources to support the Learning Principles