The mission of Oak Mountain Academy is to provide a challenging
college preparatory education in a safe, positive, and nurturing
family environment. We commit to join sound learning with
ethical, spiritual, and physical development to produce a
responsible citizen who is prepared to be a
leader in tomorrow's global community.

LOWER SCHOOL CURRICULUM

 

Dream ~ Strive ~ Become
 

PRE-KINDERGARTEN – 3


 

MATH - PRE-K 3     

Young children are active learners, who construct meaning about quantity, relationships and symbols through hands-on, meaningful experiences. Their thinking may not be accurate at first, their problem-solving strategies may not always work, and their verbal expressions of mathematical ideas may be incorrect. Nevertheless, children have an intuitive, informal mathematical knowledge that becomes more and more reasoned and accurate with maturity, direct experience with materials, and participation in solving thoughtful and appropriate problems and challenges presented by adults. A good math program for preschoolers is so much more than the old standbys—counting, identifying shape, and recognizing numerals. The content should be rich and varied and focus on five important areas identified by the National Council of Teachers of Mathematics: number and operations; patterns, functions, and algebra; geometry and spatial sense; measurement; and data analysis and probability. 

 

LANGUAGE ARTS/ LITERACY – PRE-K 3

As the International Reading Association and the National Association for the Education of Young Children have stated, learning to read and write is critical to a child’s success in school and later in life.  One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing. Children take their first critical steps toward learning to read and write very early in life. Long before they can exhibit reading and writing production skills, they begin to acquire some basic understandings of the concepts about literacy and its functions. In our Pre-K 3 classroom, children will have the opportunity to explore these concepts through various methods, techniques, and practices in a safe and structured environment.

 

SOCIAL SKILLS/DRAMATIC PLAY – PRE-K 3            

Learning to become compassionate, responsible members of a community is an ongoing journey. These are long-term goals we work toward in early childhood, not behaviors we consistently expect to see with them. Children need time to live through childhood egocentricity, immaturity, and inexperience before gradually coming to regard other people with respect and understanding of their perspective. They also need the modeling and guidance of caring adults to make it happen. Children learn to respect themselves and others, and eventually to act out of consideration for others, by our showing respect for them, for their parents, and for our colleagues and others in the school. We are the models our children emulate. In addition, it takes the appropriate support and intervention of caring adults to help children develop the dispositions and learn the skills to develop relationships of trust and respect with other children and adults.

 

GROSS/FINE MOTOR SKILLS – PRE-K 3          

Physical development is defined as the ability to use one’s body with increasing purpose, skill, and control. During the years from 3-7, children develop basic motor skills that enable them to move in and respond to their social and physical environments. Physical development is interrelated with all aspects of the child’s development. In general, motor learning progresses from simple to complex and from spontaneous to controlled. Fine motor development involves the use of small muscles of the body (particularly in the hands) to perform such tasks as picking up objects, using crayons, pencils, markers, scissors, stacking blocks, copying designs, and stringing beads. Development of these initial fine motor skills assists in preparation for later drawing/writing tasks. The skill required for writing begins when a baby first grasps a rattle and continues to develop throughout the preschool years. Children need frequent opportunities to work with an assortment of materials to develop their fine motor control and strength as well as their eye-hand coordination. 

 

SCIENCE – PRE-K 3           

Children are natural-born scientists. They are curious to learn about the world in which they live. And as true scientists do, they observe intensely, ask questions, and actively work with materials and ideas, in order to make sense of the world around them and to find out how things in it work. Teachers build on the natural drive of young children, fostering the disposition and skills of scientific inquiry, by providing direct experience with materials, events, and ideas.  As we help children form questions, investigate, collect and organize information, and reflect on their findings, we lead children to draw conclusions and form theories. With their limited experience and level of maturity, children’s conclusions may be incorrect or incomplete. However, it is from these experiences that children develop a greater interest, appreciation, and understanding of natural world.

 

Art/Music – PRE-K 3

Children are introduced to art and music as seasonal themes, field trips, and special occasions are incorporated into their work. While learning, they are encouraged to freely express themselves and to use their imaginations. Areas of instruction include sound, pitch, basic rhythm instruments, movement, dramatic interpretation, and singing. Students will learn basic art terminology and express their ideas, thoughts, and feelings verbally and through art. They will engage in the creative process of artistic expression as they manipulate art materials or media to generate art images. Finally, students will continually make connections between art and other disciplines of learning such as literacy, math, and science.

         

Bible – PRE-K 3

Pre-K 3 Bible study focuses on examples of good character traits taught in the Old and New Testaments. A seasonal approach to the Bible begins with stories about early events. In November students begin an “I am Thankful” unit. In December, the students will study the birth of Christ and the events that led to his birth. In January and February, the students will study certain characters in the Bible, their characteristics, and what role they played in the Bible. In March and April the students will study about the Easter story. From the middle of April to the end of the school year, students will study the Ten Commandments, the Lord’s Prayer, and how making good choices and treating others is important. Student discussions, character focus, and stories related to their lives all take place in a developmentally appropriate manner.


 

PRE-KINDERGARTEN - 4


 

MATH - PRE-K-4

The goal of this curriculum is to provide the opportunity for children to participate in a wide variety of mathematics activities. Children will learn through hands-on experiences, dis-cussion, exploration, and oral/written practice. The children will learn about the calendar and practice counting, patterning, telling time, and counting money.

Some of the concepts and skills taught are counting by 1‘s, 2‘s, 5‘s, and 10‘s; acting out and finding answers for addition and subtraction story problems; identifying shapes and solids; covering and reducing designs; telling time to the hour; measuring and comparing objects; iden-tifying halves; and creating and reading graphs.


 

LANGUAGE ARTS - PRE-K-4

Children‘s experiences with oral and written language during pre-kindergarten lay the foundation for their later successes as readers and writers. For example the children will learn that books have titles, authors, and illustrators, as well as stories that have beginnings, middles, and ends. They also learn how print moves across and down a page. An important foundation for early reading is phonological awareness – recognizing and making rhymes of words. The following skills are also addressed:

relationship of spoken sounds to written letters, oral blending of sounds into spoken words, and different literary forms such as stories, poems, folktales, etc. Reading Comprehension and early writing begins here. Vocabulary, thinking and speaking skills will be developed through weekly lessons using a friendly parrot puppet.


 

HANDWRITING - PRE-K-4

This developmentally-based Pre-Kindergarten curriculum uses a wonderful variety of manipulatives to assist in the development of small muscles in a child‘s hand. It also uses finger plays and music to unlock a child‘s language, following directions, rhyming, positioning of letters. Children learn the size, shape and position concepts with the wood pieces to then build letters. The importance of proper grip and finger strength is taught, starting with a good crayon grip. Each child has his/her own workbook, and will learn the correct printing of each letter.

 

KINDERGARTEN


KINDERGARTEN MATHEMATICS

The goal of mathematics in the kindergarten classroom is to provide children with the core skills that serve as the basis for learning basic mathematics skills. The Georgia State Standards are woven into the curriculum.


 

KINDERGARTEN LANGUAGE ARTS

The goal of language arts in the kindergarten classroom is to provide children with the core language arts skills, including reading, writing, listening, speaking, and spelling. The Georgia State Standards are woven into the curriculum. Children are able to accelerate individually at their own level with support from the teacher.

KINDERGARTEN SCIENCE

The goal of science in the kindergarten classroom is to provide children with the core skills that serve as the basis for learning basic science skills. The Georgia State Standards are woven into the curriculum.


 

KINDERGARTEN SOCIAL STUDIES

The goal of social studies in the kindergarten classroom is to provide children with the core skills that serve as the basis for learning basic social studies skills. The Georgia State Standards are woven into the curriculum.


 

FIRST GRADE


 

MATH 1

The goal of this class is to expand student understanding in basic math concepts. The instruction reinforces the skills needed to continue previously learned concepts while teaching new concepts.


 

LANGUAGE ARTS 1

The goal of this class is to expand an understanding of grammar, usage, mechanics, and beginning language skills. The class will aid in the building of foundational skills in phonics, writing, vocabulary, comprehension, spelling, and the language arts. Additionally, the goal of this class is to develop a firm foundation in phonics and word attack skills. The instruction will aid a beginning reader in becoming a life-long reader of literature for pleasure and information.

SCIENCE 1

The goal of this class is to provide a variety of inquiry experiences, foster conceptual understanding, and stimulate student interest in the world around them.

SOCIAL STUDIES 1

The goal of this class is to provide information, photographs, maps, and examples of actual history. A variety of time periods and areas from our world are used to stimulate student interest and spark inquiry.


 

SECOND GRADE


 

MATH 2

Saxon Mathematics is a success-oriented program that enables children to develop

a solid foundation in the basic concepts of all areas of mathematics. The program builds on prior learning and is presented in increments, with time provided to practice the concepts. These concepts are taught throughout the year to maintain learning. A variety of teaching methods are used, including but not limited to, memorization of basic math facts, the use of manipulatives, problem solving, and group learning.


 

LANGUAGE ARTS 2

Students learn through direct instruction, guided practice, and application of skills using the research-based program Open Court Reading. Students apply skills in oral reading and silent reading, using context clues and phonics. They are encouraged to use reading strategies that provide practice and build fluency and comprehension. Students are also given daily practice in writing and grammar in order to strengthen grammar skills and writing techniques.


 

SCIENCE 2

The goal of Science in second grade is to discover the wonders of science through a variety of experiments inside, as well as outside, the classroom. The students use a textbook, field trips, and other means to develop an understanding of their world.


 

SOCIAL STUDIES 2

Second graders develop an awareness of themselves and the world. A variety of cultures represented in the classroom promotes the celebration of similarities and differences. The social studies skills learned are also integrated into the reading program.


 

THIRD GRADE


 

MATH – 3

Concepts are divided into small increments so that every assignment and test is a cumulative review. Students are learning and retaining skills needed for the next level and experiencing success.


 

LANGUAGE ARTS 3

The students will develop grammar usage and mechanics skills, spelling and vocabulary skills, phonemic sound awareness, comprehension skills, critical thinking strategies, and writing skills using a variety of literature types.


 

SCIENCE – 3

The students will study a variety of topics including living things, their habitats, Earth, energy and forces and how they relate to our world.


 

SOCIAL STUDIES – 3

The students will study a wide variety of topics exploring the past and present, relating that study to the world and their own communities.


 

FOURTH AND FIFTH GRADE MATH


 

MATH 4 and 5

Saxon Math focuses on student success through incremental development and continual review. Topics are developed in small steps and spread over time. Through continual review, previously presented concepts are practiced frequently and extensively over the course of the year. Saxon‘s daily practices are cumulative which leads to the student‘s strengthening grasp of concepts, improves their flexibility to work with several mathematical concepts at a time, and improves their long-term retention of concepts. One lesson is taught daily, and homework is given on a daily basis unless otherwise instructed. A cumulative test is given after every five lessons. Class projects are also assigned.

 

FOURTH GRADE


 

LANGUAGE ARTS 4

In the fourth grade, students expand and deepen their knowledge of reading, writing, and speaking. The students read and comprehend texts from a variety of genres. Students use writing as a tool for learning, and they write for a variety of purposes and audiences. Grammar mechanics and usage are essential for reading, writing, and speaking. Sentence structure, gram-mar, spelling patterns, punctuation and capitalization are taught through lessons that reflect emerging student needs and grade-level expectations.


 

SCIENCE 4

The fourth grade science curriculum involves life, earth and space, and physical science.


 

SOCIAL STUDIES 4

Social Studies consist of map and globe skills, as well as life in the Americas from the early explorers to the 1880s.


 

FIFTH GRADE


LANGUAGE ARTS 5

In the fifth grade, the instruction of grammar usage, mechanics, and composition work together to help students develop a thorough understanding of the English language and to teach them to use their knowledge of the language to improve their writing and speaking skills. Stu-dents read and comprehend from a variety of genres, such as fiction, nonfiction, poetry, and drama, and make connections as they encounter new ideas. Students will continue to increase their vocabulary knowledge through reading, writing, word study, and discussion, as well as content area study.


 

SCIENCE 5

The fifth grade science curriculum includes: Life Science—cells, classifying life, classifying plants, classifying animals, microorganisms, reproduction, traits, and heredity; Earth Science—Earth‘s landforms, plate tectonics, volcanoes, earthquakes, shaping Earth‘s surface, exploring Georgia‘s landforms, and exploring Georgia‘s water features; and Physical Science—properties of matter, elements, physical change, mixtures, compounds and chemical change, static electricity, current electricity, and magnesium.


 

SOCIAL STUDIES 5

The fifth grade social studies curriculum helps students understand how America grew from the Colonial period to the 20th Century. Areas covered include: the American Revolution, the Articles of Confederation, the Constitution, the War of 1812, the Industrial Revolution, slavery, the Civil War, the Westward Movement, WWI, WWII, civil rights, geography, and map skills.


 

LIBRARY


 

PRE-KINDERGARTEN – FIFTH GRADE

The goal of the library class is to encourage students to be life-long readers. Library class focuses on how to use the library and what is available at a library. Students are exposed to many different types of books: such as mystery, historical fiction, science fiction, adventure, realistic fiction, fairy tales, legends, biographies, and informational. Students will be exposed to many different types of books and continue to use Accelerated Reader to encourage reading.


 

SPANISH


 

PRE-KINDERGARTEN – 4

This class is intended to introduce students to basic vocabulary and Hispanic culture in order to provide them with a foundation for future Spanish education. We will engage in a variety of activities that will foster respect for one another, the language, and the Hispanic culture. Students will learn basic pronunciation rules along with an array of age appropriate vocabulary which will allow them age appropriate communicative skills. This class will develop both listening and speaking skills.


 

KINDERGARTEN

This class is intended to introduce students to basic vocabulary and Hispanic culture in order to provide them with a foundation for future Spanish education. We will engage in a variety of activities that will foster respect for one another, the language, and the Hispanic culture. Students will learn basic pronunciation rules along with an array of age appropriate vocabulary which will allow them age appropriate communicative skills. This class will develop listening, writing, and speaking skills.


 

FIRST GRADE

This class is intended to introduce students to basic vocabulary and Hispanic culture in order to provide them with a foundation for future Spanish education. We will engage in a variety of activities that will foster respect for one another, the language, and the Hispanic culture. Students will learn basic pronunciation rules along with an array of age appropriate vocabulary

which will allow them age appropriate communicative skills. This class will develop listening, writing, and speaking skills.


 

SECOND GRADE

This class is intended to confirm students’ knowledge of basic vocabulary and to further introduce them to more vocabulary, grammar, and Hispanic culture in order to provide them with a foundation for future Spanish education. We will engage in a variety of activities that will foster respect for one another, the language, and the Hispanic culture. Students will learn basic pronunciation rules along with an array of age appropriate vocabulary which will allow them age appropriate communicative skills. This class will develop listening, writing, and speaking skills.


 

THIRD GRADE

This class is intended to confirm students’ knowledge of basic vocabulary and to further introduce them to more vocabulary, grammar, and Hispanic culture in order to provide them with a foundation for future Spanish education. We will engage in a variety of activities that will foster respect for one another, the language, and the Hispanic culture. Students will learn basic pronunciation rules along with an array of age appropriate vocabulary which will allow them age appropriate communicative skills. This class will develop listening, writing, reading, and speaking skills.


 

FOURTH GRADE

This class is intended to confirm students’ knowledge of basic vocabulary and to further introduce them to more vocabulary, grammar, and Hispanic culture in order to provide them with a foundation for reading, writing, and speaking Spanish, and for future Spanish education. We will engage in a variety of activities that will foster respect for one another, the language, and the Hispanic culture. Students will confirm existing knowledge and learn more advanced pronunciation and grammar rules along with an array of age appropriate vocabulary. This class will develop listening, writing, reading, and speaking skills.


 

FIFTH GRADE

This class is intended to confirm students’ knowledge of basic vocabulary and to further introduce them to more vocabulary, grammar, and Hispanic culture in order to provide them with a foundation for reading, writing, and speaking Spanish, and for future Spanish education. We will engage in a variety of activities that will foster respect for one another, the language, and the Hispanic culture. Students will confirm existing knowledge and learn more advanced pronunciation and grammar rules along with an array of age appropriate vocabulary. This class will develop listening, writing, reading, and speaking skills.


 

TECHNOLOGY


 

KINDERGARTEN

Each and every child is exposed to technology. This class will ensure that the kindergarten class develops age-appropriate knowledge, fundamentals, and understanding about computers and technology. The students will also begin learning basic keyboarding skills.


 

FIRST GRADE

The goal of the technology class in 1st grade is to get the students more comfortable with the use of technology. The students will begin to explore the many uses of computers, other forms of technology, and how they are used on a daily basis. The students will also continue to develop keyboarding skills.


 

SECOND GRADE

In the 2nd grade technology class the students will enhance their knowledge about technology and start becoming very familiar in the use of Microsoft word, Excel, Power Point, and keyboarding.


 

THIRD GRADE

The goal of the technology course for our 3rd grade students is to have thorough under-standing of the use of Microsoft word, excel, and power point. The students will also gain more knowledge in using the internet for research and the ethical and legal use of technology. They will become fluent in keyboarding and will begin to develop understanding of the use of other technology tools.


 

FOURTH GRADE

In the 4th grade technology class the students will begin demonstrating their ability to use the technology tools independently. The students will be able to research the internet, use Microsoft excel, power point, and word freely. The students will be fluent in keyboarding and will be able to show how the use of technology can increase knowledge and the ability to pre-sent information.


 

FIFTH GRADE

In the 5th grade technology class the students will continue demonstrating their ability to use the technology tools independently. The students will be able to research the internet, use Microsoft excel, power point, and word freely. The students will be fluent in keyboarding and will be able to show how the use of technology can increase knowledge and the ability to pre-sent information.


 

BIBLE


 

PRE-KINDERGARTEN – FIRST GRADE

In the Pre-K, Kindergarten, and First Grade Bible courses, students learn about Genesis, Creation, and other early events in the Bible from September through October. In November students begin an ―I am Thankful‖ unit. In December, the students study the birth of Christ and the events that led to his birth. In January and February, the students focus on certain characters in the Bible, their characteristics, and what role they played in the Bible. Students discuss how those characters relate to their lives today in a developmentally appropriate manner. In March and April the students study about the death and resurrection of Jesus. From the middle of April to the end of the school year, students learn the Ten Commandments, the Lord‘s Prayer, and how making good choices and treating others with respect are important.


 

SECOND GRADE

Lower School Bible is designed to encourage students to develop a lifestyle that encompasses the values of Judeo-Christian principles. Students will become familiar with using the Bible. Lessons focus on Biblical examples of character traits that are taught from the Old and New Testaments, which are presented with accompanying object lessons, visuals and real life stories. Second grade students are introduced to the basic organization of the Bible. In-depth study of basic Bible stories

will enable students to discover outstanding Bible characters. Stu-dents become familiar with character traits that should be exhibited in their lives.


 

THIRD GRADE

Lower School Bible is designed to encourage students to develop a lifestyle that encompasses the values of Judeo-Christian principles. Students will become proficient in using the Bible as a tool for life. Lessons focus on Biblical examples of character traits that are taught from the Old and New Testaments, which are presented with accompanying object lessons, visuals, and real life stories.

Third grade students learn the organization of the Bible and use this knowledge to locate information. Students explore the history, culture, and geography of Biblical times. In-depth studies are conducted of the Ten Commandments and the Twenty-third Psalm.


 

FOURTH GRADE

Lower School Bible is designed to encourage students to develop a lifestyle that encompasses the values of Judeo-Christian principles. Students will become proficient in using the Bible as a tool for life. Students learn God‘s word concerning Biblical morals and values such as honesty, compassion, responsibility, respect, and self-control. Lessons focus on Biblical examples of character traits that are taught from the Old and New Testaments, which are presented with accompanying object lessons, visuals, and real life stories. Fourth grade students develop a basic understanding of the character traits that God would have them display in their daily lives. Biblical examples of values and moral truths are explored. In-depth studies are conducted of the character of God and The Fruits of the Spirit. Students will explore God‘s word concerning Biblical morals and values such as honesty, com-passion, responsibility, respect, and self-control.


 

FIFTH GRADE

Lower School Bible is designed to encourage students to develop a lifestyle that encompasses the values of Judeo-Christian principles. Students will become proficient in using the Bible as a tool for life. Students will learn to incorporate Christian morals, values, and ethics into their daily lives as they prepare to become responsible citizens in tomorrow’s global community. This basic understanding of the Bible and Christianity will serve as a foundation that can be built upon in the coming years. Fifth grade students study how to make decisions based on God‘s word and the importance of taking a stand for what is right. Studies of outstanding characters in the Bible enable students to recognize specific morals and values that should be incorporated in their lives. Students learn the importance of honesty and purity as a lifestyle. Emphasis is on the practical application of the character traits studied in fourth grade. Students will also be introduced to Godly role models.


 

PHYSICAL EDUCATION AND HEALTH


 

PRE-KINDERGARTEN

The goal of Pre-K Physical Education concentrates on Movement Competencies, Concepts, and Principals. Students explore movement in a variety of forms and expressions within their personal and general space. They begin to develop an understanding of their personal and general space and learn to move within that space. Within this context students explore space awareness (where the body moves); effort (how the body moves); and relationships (with objects and or people). Pathways are explored. Following directions and listening is interwoven with games and activities. Physical education content is built upon the basic skill themes, which are the basic locomotor, non-locomotor, and manipulative skills. Focus is placed on using the skill themes within all physical activity.

Students participate in developmentally appropriate physical education and health related fitness activities, which incorporate the skill themes. Fit-ness is interwoven within our movement competencies. To have fun while moving is emphasized throughout the early years. The program at Oak Mountain Academy uses the National Standards for Physical Education as its guideline. The national content standards and the skill themes are interwoven throughout the content. The goal of the physical education program is to offer a developmentally appropriate program that will enhance the growth of the whole (cognitive, affective, and psychomotor) child through physical education and play.


 

KINDERGARTEN

The goal of Kindergarten Physical Education concentrates on Movement Competencies, Concepts, and Principals. Students explore movement in a variety of forms and expressions within their personal and general space. They begin to develop an understanding of their personal and general space and learn to move within that space. Within this context students explore space awareness (where the body moves); effort (how the body moves); and relationships (with objects and or people). Pathways are explored. Following directions and listening is interwoven with games and activities. Physical education content is built upon the basic skill themes, which are the basic locomotor, non-locomotor, and manipulative skills. Focus is placed on using the skill themes within all physical activity. Students participate in developmentally appropriate physical education and health related fitness activities, which incorporate the skill themes. Fitness is interwoven within our movement competencies. To have fun while moving is emphasized throughout the early years.

The program at Oak Mountain Academy uses the National Standards for Physical Education as its guideline. The national content standards and the skill themes are interwoven throughout the content. The goal of the physical education program is to offer a developmentally appropriate program that will enhance the growth of the whole (cognitive, affective, and psychomotor) child through physical education and play.


 

FIRST GRADE

First Grade Physical Education concentrates on movement competencies, concepts, and principles. Students explore movement in a variety of forms and expressions within their personal and general space. They begin to develop an understanding of their personal and general space and learn to move within that space. Within this context students explore space aware-ness (where the body moves); effort (how the body moves); and relationships (with objects and or people). In the elementary school the emphasis is placed on practicing motor skills rather than learning rules or the structures of sports. Physical education content will continue to build upon the basic skill themes which are subdivided into three categories: locomotor, nonmanipulative, and manipulative skills. These skill themes are applied to all physical activity. Fitness is an integral part of movement competencies and skills. Motivating students to commit to a lifelong pursuit of good health through physical activity will be emphasized. The student participates in the Presidential Physical Fitness Challenge in the spring. Students also participate in the Warrior Express Running Club. These are not used as grading tools.

The physical education program at Oak Mountain Academy uses the National Standards for Physical Education as its guideline along with the topics for each grade level. The national content standards, movement competencies, and skills themes are interwoven in all content. Our goal is to offer a developmentally appropriate program that will enhance the growth of the whole child (cognitive, affective, and psychomotor) through physical education.


 

SECOND GRADE

Second Grade Physical Education concentrates on movement competencies, concepts, and principles. Students will explore movement in a variety of forms and expressions within their personal and general space. They will begin to develop an understanding of their personal and general space and learn to move within that space. Within this context students will explore space awareness (where the body moves); effort (how the body moves); and relationships (with objects and or people).

In the lower school the emphasis is placed on practicing motor skills rather than learning rules or the structures of sports. Physical education content will continue to build upon the basic skill themes which are subdivided into three categories: locomotor, nonmanipulative, and manipulative skills. These skill themes will be applied to all physical activity. Children need to become sufficiently competent in basic motor skills if they are going to eventually enjoy playing sports or games as teens and adults. Fitness will be an integral part of movement competencies and skills. Motivating students to commit to a lifelong pursuit of good health through physical activity will be emphasized. The second grade will participate in The President‘s Fit-ness Challenge and the Warrior Express Running Club. The purpose is to increase the students‘ levels of fitness not to use as a grading tool.

The physical education program at Oak Mountain Academy will use the National Standards for Physical Education as its guideline along with the topics for appropriate for second grade. The national content standards, movement competencies, and skills themes are interwoven in all content. Our goal is to offer a developmentally appropriate program that will enhance the growth of the whole child (cognitive, affective, and psychomotor) through physical education.


 

THIRD GRADE

Third Grade Physical Education concentrates on movement competencies, concepts, and principles. Students explore movement in a variety of forms and expressions within their personal and general space. They begin to develop an understanding of their personal and general space and learn to move within that space. Within this context students explore space aware-ness (where the body moves); effort (how the body moves); and relationships (with objects and or people). In the lower school the emphasis is placed on practicing motor skills rather than learning rules or the structures of sports. Physical education content continues to build upon the basic skill themes which are subdivided into three categories: locomotor, nonmanipulative, and manipulative skills. These skill themes will be applied to all physical activity. Learning of rules for sports begins in this grade. Fitness is an integral part of movement competencies and skills. Motivating students to commit to a lifelong pursuit of good health through physical activity is emphasized. The students participate in The Presidents Fitness Challenge and the Warrior Express Running Club. These activities are utilized to increase the students‘ fitness level and not as a grading tool. The physical education program at Oak Mountain Academy uses the National Standards for Physical Education as its guideline along with the topics for the third grade. The national content standards, movement competencies, and skills themes are interwoven in all content. Our goal is to offer a developmentally appropriate program that enhances the growth of the whole child (cognitive, affective, and psychomotor) through physical education.


 

FOURTH GRADE

The Fourth Grade Physical Education Program concentrates on Movement Competencies, Concepts, and Principles with emphasis on educational and modified games and sports. Fitness concepts, personal, and social responsibility are continued in the physical education pro-gram. Basic skill themes are revisited and improved upon. Students will begin to realize the relationship between these skill themes and their use in modified games and sports. Rules of sports will be taught and emphasized in game type settings. Students will participate in developmentally appropriate physical education and health related fitness activities, which incorporate the basic skill themes. Fitness is an

integral part of physical education class. Emphasis is placed upon fitness components: cardiovascular endurance, muscular strength, muscular endurance, flexibility, agility, and balance. Motivating students to commit to a lifelong pursuit of good health through physical activity will be emphasized. The President‘s Physical Fitness Challenge and the Warrior Express Running Club will be an integral part of class. Students will participate in these activities for enjoyment and to measure their level of fitness. These activities will not be used as a grading tool. The physical education program uses the National Standards for Physical Education as its guideline along with the topics for each grade level. The national content standards and the skill themes are interwoven throughout the content. A developmentally appropriate program that enhances the growth of the whole child (cognitive, affective, and psychomotor) through physical education is reflected by the activities that students engage in.


 

FIFTH GRADE

The Fifth Grade Physical Education Program concentrates on Movement Competencies, Concepts, and Principles with emphasis on educational and modified games and sports. Fitness concepts, personal, and social responsibility are continued in the physical education program. Basic skill themes are revisited and improved upon. Students will begin to realize the relation-ship between these skill themes and their use in modified games and sports. Rules for sports and offense and defense will be introduced. Students will participate in developmentally appropriate physical education and health related fitness activities, which incorporate the basic skill themes. Fitness is an integral part of physical education class. Emphasis is placed upon fitness components: cardiovascular endurance, muscular strength, muscular endurance, flexibility, agility, and balance. Motivating students to commit to a lifelong pursuit of good health through physical activity will be emphasized.

The physical education program uses the National Standards for Physical Education as its guideline along with the topics for each grade level. The national content standards and the skill themes are interwoven throughout the content. A developmentally appropriate program that enhances the growth of the whole child (cognitive, affective, and psychomotor) through physical education is reflected by the activities that students engage in. The Warrior Express Running Club and the Presidential Fitness Challenge is for student participation. These two activities provide enjoyment and measure fitness levels and will not be used for grading purposes.


 

FINE ARTS


 

PRE-KINDERGARTEN

Students will explore the seven elements of design: line, shape, color, value, texture, form, and space and experience a variety of art media through drawing, painting, collage, sculpture, and printmaking. Through the creation of artworks, students will gain skills and under-standing of a variety of media available enabling them to create artworks and express their ideas and feelings. Students will also learn how to express themselves using art terminology and the use of art materials effectively and safely. National symbols, family, self, and community are some of the themes that will be explored.


 

KINDERGARTEN

Students will continue to explore the seven elements of design: line, shape, color, value, texture, form, and space; the principles of design: movement, balance, and pattern will be introduced. Students will learn to use a variety of new art materials to create two dimensional and three dimensional art works: oil pastels, Papier Mache, and mixed media. Through experience in a range of art processes and use of a variety of art materials in the creation of artworks, the students will begin to relate process, material, and technique to communicate their ideas and feelings. Art terminology

and its expression will continue in use. The introduction of well-known artists, both multicultural and artists of our state and community will be explored. Self-expression, light and shadow, weather and seasons, and nature are some of the themes that will be explored.


 

FIRST GRADE

Students will create artworks that implement the seven elements of design: line, shape, color, value, texture, form, and space; the principles of design: movement, balance, proportion, pattern, emphasis, unity, and variety will be introduced. A variety of art media will be implemented to create two dimensional and three dimensional artworks with a focus on self-development toward relating the process, materials, and techniques communicating their ideas and feelings. Students will connect the visual arts to other academic disciplines through studies made of Multicultural and European artworks. A variety of new art media will be taught, creating drawings, prints, sculpture, and mixed media. Self- expression, representational art, and decorative art are some of the themes for exploration.


 

SECOND GRADE

Students will develop greater skill and understanding in the use of art media, elements, and principles of design to engage in the creative process in order to visualize their ideas and generate artwork. Media and techniques will include drawing, painting, sculpture, ceramics, fiber arts, collage, and printmaking. Students will connect the visual arts to other academic disciplines through studies made of American Art, Japanese Art, Mexican Art, and Native American Art. Selected art works will be viewed and discussed to recognize unique contributions of contemporary and historical Georgia artists and artworks as well. Emphasis will be placed on art terminology to discuss their personal artwork and that of others.


 

THIRD GRADE

Students will engage in the creative process to generate and visualize ideas using the elements and principles of design as a guide when planning and creating two dimensional and three dimensional art. Students will investigate and discover the personal relationship of artists to community, culture and world through making art inspired by North American, South American, European, and Asian art. Students will create landscapes, still-life paintings and collages, portraits, relief prints, sculptures, ceramics, photomontages, mosaics, and batiks. The focus of study will be on color mixing and the use of perspective and shading to give the illusion of form. Discussion of art-works based on subject, theme, composition and/or elements and principles of design will be encouraged.


 

FOURTH GRADE

The student will develop creativity, critical thinking, perceptual awareness, and problem solving skills when planning and creating two dimensional and three dimensional art. Investigation of the personal relationship of artists to community, culture, and world is continued through creating art inspired by art history. Students will unite the elements and principles of design to plan and create abstract, realistic, and optical compositions in a variety of art media. Emphasis will be placed on composition, space, and properties of color. Discussion of artworks based on subject, theme, composition and/or elements and principles of design will be encouraged.


 

FIFTH GRADE

Students will incorporate the elements and principles of design to create moods, feelings, and ideas in art. Emphasis will be placed upon line, perspective, proportion, color, space, shape, and form. Interest in detail and improvement of art techniques is accentuated. An exploration of the personal

relationship of artists to community, culture, and world is continued through creation of art prompted by art history study. New techniques and media will be introduced and utilized to create two dimensional and three dimensional work. Students are encouraged to use a sketchbook for planning and self-reflection. Students will be engaged in well-rounded studio art experiences.


 

MUSIC


PRE-KINDERGARTEN – FIFTH GRADE

The course is designed to continue in a spiraling manner the basic aspects of musical study established in the Pre-K curriculum and continued through the Fifth Grade. The student continues to be exposed to the systematic study of sound as it relates to the art of music. As the continuation of a progressive study of those components of music that will lead to an enjoyment and understanding of music, the student will be introduced to the basic aspects of music study outlined in the Georgia Performance Standards in K-5 General Music. Those standards are modeled after the National Standards published by the Music Educators National Conference and include seven basic aspects of music study: (1) aware-ness of sound properties, (2) listening, (3) notation, (4) singing, (5) instruments, (6) music history/composers, and (7) movement to music.


 

ADDITIONAL EXTRA-CURRICULAR OFFERINGS
LESSONS IN:

Piano

Voice