Academics
Lower School

Curriculum

Young girls are naturally curious and genuinely love to explore, discover and experience their surroundings.
The Baldwin Lower School provides a nurturing environment and an engaging curriculum intentionally tailored to how girls learn best - through collaboration, discussion, and individualized attention. 
 
Building on the foundation of student-centered learning in our early childhood program, Lower School students continue to learn through inquiry, exploration, and experimentation. Our faculty thoughtfully incorporates explicit instruction and intentional practice to develop foundational skills while encouraging intellectual curiosity, forming the foundation of life-long learning. We are committed to nurturing a love for learning that will last a lifetime.
 
Our school has a proud history of nurturing young minds and producing confident girls ready and poised for the challenges and opportunities ahead, setting our early childhood program apart from others. Read more about the breadth and depth of our curricular offerings, and consider visiting Baldwin. The best way to learn about Lower School is to see it for yourself. Join us for a personal tour!

CORE ACADEMIC CLASSES

List of 3 items.

  • English Language Arts

    The English Language Arts (ELA) curriculum is at the core of the Lower School program, as children must acquire the skills to become fluent readers, clear writers, and thoughtful researchers for success across all subject areas. Above all, the Baldwin Lower School encourages a lifelong love of reading and writing by helping students develop an appreciation and enjoyment of the written word. 

    Students read a varied selection of literature throughout their time in Lower School, including decodable texts, fiction and nonfiction, biography, poetry, and folktales. Students are taught the critical skills necessary to read with a purpose and to retain what is read. Throughout Lower School, students write narrative, opinion, persuasive, informational, and poetry pieces. Research is an essential facet of the curriculum, and students learn to effectively communicate their ideas towards a variety of purposes and audiences. 

    Pre-Kindergarten through Grade 2 students receive explicit sequenced instruction in all areas of phonics, using programs such as Fundations and UFLI. Phonics instruction includes, but is not limited to, phonemic and phonological development, the alphabetic principle, letter sound correspondence, short and long vowels, high frequency words, and phonograms. Daily lessons include spelling, handwriting, vocabulary, and grammar. Dictation is a part of lessons and approaches accurate spelling through phonetic patterns. Students work in small groups designed to accommodate various learning needs and styles. Reading is part of each child’s daily homework. 

    In our Early Childhood Center, the early reading and writing program includes a careful balance of skill development through letter recognition and formation, phonics, word study, spelling, handwriting, and exposure to age-appropriate books. Pre-Kindergarten students begin to develop phonemic awareness by matching and manipulating sounds. They begin to craft their reading and writing identities through books and exploring how to record the stories of their lives. In addition to daily read-alouds, they also develop listening and speaking skills through Morning Meeting, class discussions, dramatic play, songs, and share time.

    Kindergarten students take pride in identifying themselves as readers and writers. Students continue to build their knowledge of letters and sounds and connect this work to their reading and writing lives. Various activities are designed to reinforce efficient and automatic sound/symbol correspondence that will eventually lead to accurate phonetic analysis. Kindergarteners participate in oral language, listening, and writing activities intended to help them build the skills needed to become developing readers and writers. Their day is rich in read-alouds, shared reading, and discussions about comprehension and vocabulary. Students begin to write down their own stories and learn what it means to begin capturing knowledge and stories of their own lives. They write using approximate spelling or taught spelling skills and begin to master sight words.

    Grade 1 fosters a confident attitude towards reading and a pleasure of books. In both large and small groups, reading skills are taught through phonics instruction, dictation, and sight vocabulary.  The program emphasizes oral reading and comprehension skills, focusing on decoding,  fluency and comprehension. As girls continue the process of learning to read, they increase their stamina as readers and practice the habits of strong readers by choosing “just right” books that match their abilities, using strategies to decode challenging words, and connecting to literature. Rich read-alouds and interactive discussions are core to both the reading and writing curriculum, using mentor texts to drive discussions and to appreciate fiction and nourish the curiosity nonfiction can foster. 

    Writing is central to first grade, and students participate in a writers’ workshop. The formation of uppercase and lowercase manuscript letters are reviewed, and students are encouraged to use them appropriately in their writing. Students write using their developing encoding skills to approximate spelling and implement taught spelling patterns and sight words. The use of punctuation is addressed, and students learn to experiment with periods, exclamation marks, and question marks. First graders are exposed to graphic organizers and editing marks to assist them in the writing process. Students share their work with their peers throughout the year.

    In Grade 2, readers build their “toolbox” of strategies. They continue their personal journeys in reading through choosing books carefully, exploring a variety of literary genres, and having increased independent reading time. They learn and reinforce both word-solving strategies, which focus on figuring out longer, multisyllabic words, and comprehension strategies, which include making connections and predictions, asking questions, clarifying, visualizing, and summarizing. Emphasis is placed on reading fluently, which involves reading smoothly and at a good pace, and adding expression to capture the mood of the characters and the story. 

    Second graders develop their writing stamina and, through a rich collection of mentor texts, explore a variety of genres to deepen their understanding of what it means to be an author. Using a workshop model, students continue to explore and learn about the writing process and fine-tune the mechanics of writing. Students use graphic organizers to write more complex sentences and basic paragraphs, and they are empowered to choose how they want to take command of their writing and find their voice. There are many opportunities for students to share their  achievements with others.

    As Lower School students transition from “learning to read” to “reading to learn,” their work shifts to the study of literature and the reading of informational texts in Science and Social Studies. Students read a wide variety of genres: fiction, nonfiction, folktales, historical fiction, biography, short stories, myths, legends, and poetry. Books are read and analyzed - through discussion and writing - for content and theme, for the effective use of language, and for character development. These studies are reflected through the numerous genre-based writing projects each student takes on: personal reflection, persuasive writing, poetry, research writing, and the five-paragraph essay structure. Students also work on higher-level decoding and phonics skills, including dictionary usage, root-words study, mechanics, and grammar.

    Grade 3 students focus on strengthening their oral reading and deepening their comprehension skills while continuing to develop their love of literature. They learn strategies to encode and decode multisyllabic words by recognizing rules and patterns. Using texts read in class, students practice habits such as summarization, identifying explicit and implicit ideas, and tracking character changes across the novel. Read-alouds continue to give students the opportunity to work on higher level comprehension activities and to develop critical literacy skills, and third graders monitor their own reading for comprehension as they move into longer books where characters become more multi-dimensional. Students learn nonfiction reading skills, such as identifying the main idea and note-taking. These skills are interdisciplinary applied to research in reading, writing, and Social Studies classes. 

    As writers, third grade students continue to build on their confidence through a variety of writing practices. Girls engage in the multiple steps of the writing process, which include planning, drafting, revising, editing, and publishing. Throughout the year, students develop their skills by writing compositions in a variety of genres, including personal narrative, nonfiction (research), creative (poetry and pourquoi tales), and correspondence. They concentrate on solidifying the structure and quality of a single paragraph and participate in mini-lessons on a variety of writing techniques which aid them in adding dialogue to draw in the audience; using transition words to advance a story; developing and expanding complete sentences; and using “show, don't tell” language that creates mood and engages the reader. Students also learn to use support materials, such as rubrics, graphic organizers, and anchor charts to take a piece of work through the writing process with greater independence and become effective and powerful writers. 

    By Grade 4, students are reading more sophisticated texts in a wide variety of genres. As readers, they develop theories and inferences about characters and track character changes. Read-alouds continue to help students explore the complexity of characters, engage in higher level thinking, synthesize complicated narratives, think critically, and make inferences.  Students find text evidence to support their thinking and read with a critical eye. When reading nonfiction, students read widely and deeply within a topic to broaden their understandings and synthesize information.

    In writing, fourth grade students learn how to effectively communicate their ideas through various writing styles. They develop their expository writing skills, focusing on sentence and paragraph composition and using proper writing mechanics. Instruction is designed to explicitly teach precise and clear written expression, and students explore various types of figurative language to enhance their writing. Girls spend ample time envisioning, planning, crafting, and revising their pieces; longer written assignments are broken down into smaller steps so students develop their understanding of the entire writing process. Students utilize checklists and explicit teacher feedback to self edit, revise, and further elevate their written work. Writing instruction extends beyond the language arts class and is integrated into every academic subject. 

    In Grade 5, ELA and Social Studies are integrated into a Humanities curriculum. Along with intentional word study and grammar lessons, reading and writing are woven into the students’ study of ancient civilizations. During their study of Ancient Egypt and Kush, students read a class novel. In daily reading responses, girls practice comprehension strategies such as using text features and paragraph structuring to follow a narrative and focus on literary analysis elements like plotline and characterization. The Ancient Egypt unit culminates in students’ first comprehensive argumentative research paper.  The Ancient China unit allows for another novel study with continued reading comprehension and literary analysis practice as well as a poetry study in which students engage in figurative language and structures analyses. Throughout their study of Ancient China, students write a thematic analysis essay and multiple poems. Students choose one of three novels to support their study of Ancient India and participate in book clubs with their peers. Further argumentative writing, debates, and the writing and creation of a podcast are all part of this unit. Finally, fifth graders engage in a creative writing unit, which challenges them to synthesize their Lower School learning and use their unique voice to write a piece of any genre. After multiple rounds of revisions and peer feedback, the girls’ final pieces are published for all to read.

  • Math

    In Lower School math, students explore the "why" behind the "how," with an emphasis on deeper mathematical thinking far beyond rote procedural fluency. This learning model asks students to first develop their mathematical reasoning before connecting their understanding to concepts and skills. Teachers use direct instruction, differentiated small groups and low floor/high ceiling tasks, independent practice, and a hands-on, collaborative approach to develop and build mathematical understanding. This allows students to connect mathematical concepts to everyday situations with an emphasis on justifying their thinking, critical reasoning, and exploration of multiple strategies. Girls learn growth mindset strategies that normalize and embrace mistakes, encourage reflection, and foster resilience. 

    In Pre-Kindergarten and Kindergarten, students develop their number sense and focus on counting and sorting by using concrete manipulatives and pictures. They also practice addition and subtraction in different contexts, using words, models, and manipulatives. Topics covered include:
    • Counting and cardinality
    • Operations and algebraic thinking
    • Numbers and operations in base ten
    • Measurement and data
    • Sequences and patterns
    • Geometry
    • Mathematical process and vocabulary
    In Grades 1 and 2, students work towards strengthening their problem-solving and critical-thinking skills. They extend their understanding of place value, build math fact fluency, use mental math strategies for addition and subtraction, explore multiplication and division, and begin to understand fractions and decimals. They also develop a deeper understanding of concepts in geometry, measurement, and data analysis. Topics covered include:
    • Place value
    • Addition and subtraction
    • Fractions
    • Operations and algebraic thinking
    • Numbers and operations including abstract addition and subtraction
    • Measurement and data including collection and analysis
    • Sequences and patterns
    • Geometry including area, arrays, and two-dimensional shapes
    • Mathematical process and vocabulary
    By third, fourth and fifth grades, units of study focus on problem solving, skill consolidation, and developing the deeper understanding necessary for algebra. Students learn to multiply and divide multi-digit numbers. Girls work with fractions, decimals, ratios, and model drawing as well as expressions, equations, and inequalities. They build on their foundations of geometry, measurement, and data analysis and apply all that they have learned to more complex, real-world problems. Topics covered include:
    • Problem-based learning using real-world models including building and drawing homes to scale
    • Addition and subtraction patterns
    • Multiplication and division including factors and multiples
    • Fractions, decimals, and percents
    • Operations and algebraic thinking including solving for the unknown
    • Measurement and data including data-driven, decision-making models
    • Geometry including graphing and ordered pairs, classifying shapes and angles, symmetry, area, perimeter, and volume
    • Mathematical process and vocabulary

  • Social Studies

    With an inquiry-based approach, the Lower School Social Studies curriculum invites students to examine and think critically about the past and the world around them in order to become global change agents. Each unit launches with a compelling question, moves through a sustained investigation of content, and culminates when students take informed action. Through the use of resources that include authentic texts, videos, photographs, maps, audio and more, students draw on multiple perspectives and viewpoints to build complex understandings. Students study geography, civics, government, and history within context and, in a celebration of student voice and choice, use their knowledge to create solutions that affect the world.

    The themes in our PreKindergarten–Grade 5 Social Studies curriculum generally ripple outwards from “self and immediate community” for our youngest learners to “long ago and far away” for our oldest students. 

    Pre-Kindergarten Social Studies units are deeply interdisciplinary and connected to concepts and experiences that are accessible to young children and themes vary year to year. PreK students always start the year with Building Our Classroom Community. As our youngest students get to know each other and the routines and rituals of school, they learn “What is school?” and “How do we take care of ourselves, each other, and our classroom environment?” Other recent PreK units have included Healthy Kids, Let’s Eat, We Are Architects, Life on the Farm, and Building Tomorrow. 

    Kindergarteners start out the year Navigating School, answering the question “How can we make school a great place for everyone?” They then unite to build a powerful classroom community in their My Team and Self unit. Finally, they explore the concepts of Past, Present, and Future, developing an understanding of how we can use wisdom from the past to build a better future.

    Grade 1 students compare and contrast their families to families around the world in a Families Near and Far unit. Next, by focusing on the understanding that geography shapes who we are and how we live, they answer the question, “How can we help others appreciate Our Special Location?” This leads to an economic exploration of Meeting Needs and Wants with an emphasis on how we can work together as a community to meet those. 

    In Grade 2, students investigate Civic Engagement and learn key civics topics such as rights, responsibilities, rules, laws, and fairness as they examine ways to work together for the good of the community. They apply their prior geography knowledge and expand it in their study of Global Connections, exploring the geographic ways they are connected to distant places and the people who live there. Finally, girls explore the theme of Migration and Movement, identifying the push and pull factors of migration, learning about the immigration stories of families in our community, and uncovering the meaning and value of cultural identity.

    Grade 3 students begin the year examining Pennsylvania’s history to help tell the story of our state. Next, they study the 20th Century Civil Right Movement and investigate how citizens exercise their rights and responsibilities in our democracy. Finally, they solidify map skills and explore orienteering while they investigate the regions of the United States with a focus on the rich natural resources across our country and the National Parks Service. 

    Building on their prior knowledge about our region, Grade 4 students study Native America, exploring diverse historical sources to form a deeper understanding of how we can better honor the cultural heritage of this land. From there, students move to the Colonial Era and examine how the European settlement of North America led to global impacts. During their study of the American Revolution, fourth graders investigate the events, causes, and consequences of the Revolution and answer the question, “How can we promote life, liberty, and the pursuit of happiness for all?” Fourth graders wrap up the year with a study of “Rights and Responsibilities,” focusing on the United States Constitution, the power of elected officials, and the branches of government with an eye towards examining how limits on freedom and power help to protect individual and collective rights so all people can fully participate in our democracy. 

    In Grade 5, Social Studies and ELA are integrated into a Humanities curriculum. Fifth graders study ancient civilizations, beginning with Ancient Egypt and Kush. They deepen their understanding of chronological thinking, investigate primary sources, and analyze how major themes in history influenced each other within Ancient Egyptian society. Next, they learn about Ancient China and its dynasties and explore how philosophies shape states and people. Finally, in a study of Ancient India, students analyze change over time and the power of belief systems.

CO-CURRICULAR SPECIALS CLASSES

List of 8 items.

  • Art

    Baldwin’s Lower School Art curriculum encourages students to create, seek and construct meaning and narratives, strengthen academic skills, and engage in interdisciplinary learning. Our Art Studio buzzes with energy, as girls learn to take risks, problem solve, translate their ideas, take responsibility, practice a discipline, and make discriminating choices while developing a personal appreciation for art. Each Spring, families are invited to the Lower School Art Show in the Fackenthal-Pethick Art Gallery to view and appreciate a sampling of the wide variety of student art created throughout the school year.
     
    Pre-Kindergarten students are introduced to various creative tasks that provide them with the opportunity to develop their motor skills as well as express their feelings and imaginations.  Pre-K is a fundamental year of skill building when basic concepts and building blocks in visual arts are introduced and explored. Cut paper collages in the style of Henri Matisse, cat and bird drawings inspired by Paul Klee, multimedia Claude Monet-like water lilies, and pointillism paintings inspired by the Peter Reynolds childrens’ book, “The Dot,” are just some of the recent art pieces created by our youngest students.
         
    Kindergarteners expand their creative horizons and motor skill development through studio tasks that explore a wider range of fundamental concepts like color theory and art elements such as line, color, and  shape. Inspired by trees in different  seasons, recent Kindergarten students created stabile paper sculptures and explored patterns and positive/negative spaces while capturing leaf silhouettes with pastel rubbings and collage paintings. Alexander Calder’s stabile and sculpture work were the basis of Kindergarteners’ creation of interactive stacking sculptures. Using Baldwin’s mascot as their subject, students created portraits of Winnie the Polar Bear to explore concepts of proportion and perspective.

    In Grade 1, students continue learning how art elements can work together by practicing various styles and techniques in drawing and painting. Inspiration comes from different artists who have influenced the history of art. Along with designing and creating scenery for their class play, first graders have recently created multimedia Vincent van Gogh-inspired sunflowers, drawn and painted still life pieces in the style of Paul Cezanne, and explored the abstract works of Pablo Picasso to inspire their own cubist pieces. 

    Grade 2 students broaden their application of design principles such as contrast and pattern and explore how different artworks can be composed through projects inspired by artists, nature, or their own interdisciplinary learning. Recent second grade classes have created Kente cloth-inspired textile designs using paper weaving. They have also studied pop artist Jim Dine and created heart paintings in his style,  drew pop art pets inspired by Brazilian artist Romero Britton, and practiced foundation techniques in ceramics to create pop art food sculptures.

    In Grade 3, students use a diverse range of materials and learn to identify the elements of art - color, form, line, shape, space, texture, and value.  Students apply these elements in projects that deepen their understanding of how elements work together like building blocks to form a coherent whole. Third graders have recently applied the concept of symmetry to create large leaf mobiles, built figure sculptures with implied motion inspired by Alberto Giacometti, and created self-portraits that combined photography and illustration as part of an interdisciplinary unit on identity.

    Grade 4 students learn to identify principles of design - contrast, unity, balance, emphasis, variety, movement, and pattern.  Students work on projects that challenge and engage them to strategize as well as develop a deeper understanding of these principles. Recent fourth graders learned about amorphic shapes and reviewed geometric versus organic shapes and then constructed abstract or representational watercolor paintings  using amorphic shapes. Combining a study of Dia de los Muertos with one of artist Yayoi Kusama, fourth grade students created Kusama-inspired sugar skull altars that include clay candle holders. 

    In Grade 5, students reinforce prior knowledge while acquiring new skills and techniques through studio projects that challenge them to experiment, compare and contrast, narrate and expand their comprehension of the art elements and design principles. As part of their interdisciplinary unit on Ancient Egypt and Kush, fifth graders use a variety of media to create “ancient” artifacts that help storify the topic of their research. They work together to create props and scenery for their culminating Lower School play, and finish their Lower School Art experience by choosing their own painting techniques and genres to create a culminating portfolio of work.

  • DREAM Lab: Design, Robotics, Engineering, Arts, Math

    The Lower School DREAM Lab curriculum is designed to lay a strong educational foundation for young learners by empowering them to become intrinsically motivated learners who are competent and confident problem solvers. This is achieved through activities, lessons, and units that are rooted in the exploration of computer science, robotics, engineering, design, and making/fabricating. In all work, process is emphasized over product, and “how we learn” and “how we solve problems” is emphasized over specific outcomes or solutions. All activities are designed with a low floor/high ceiling approach, supporting differentiation and ensuring that new students coming to DREAM Lab are able to participate in activities regardless of previous experience. 

    Student work and self-reflection in DREAM Lab work is guided by seven elements: content knowledge, bridging knowledge, design process, troubleshooting, social scaffold, productive risk taking, and agency.

    Empowerment is a fundamental aspect of the DREAM Lab experience. Students are encouraged to take control of their learning journey - making choices, setting goals, and developing a sense of ownership over their learning. The nature of DREAM Lab® leads to a highly flexible curriculum, guided by interdisciplinary opportunities, student voice and choice, and new technology and materials. Below are samples of recent units:

    Pre-Kindergarten students begin their DREAM Lab experience with a yearlong study of woodworking. In our Early Childhood Center Woodshop, students learn to use authentic tools and materials, laying a foundation for tool competence and confidence. Our youngest students experience risk and challenge within a controlled environment so they can learn to make decisions and judgements to protect themselves. Along with art and creative expression, woodworking builds fine motor skills, mathematical thinking, and technological understanding. In a product-oriented world, the ECC Woodworking program allows young girls to experience and relish in the process.

    Kindergarten students continue studying woodworking and also visit the intentionally-sized and -outfitted Early Childhood Center DREAM Lab to explore broader curricular themes. Recent Kindergarten units have included open-ended, imaginative building inspired by the book “Not a Box;” learning about motors through a series of lessons and experiments in which students worked with a small motor and battery to build simple circuits and then construct Wiggle-Bots; and connecting robotics to early coding by building and programming LEGO WeDo rovers.

    Grade 1 students move to the Lower School DREAM Lab. Recent first grade units have included exploring coding through Scratch Jr., an icon-based block coding app; and, in an interdisciplinary unit with Science, exploring biomimicry - drawing inspiration from nature to solve human problems and improve designs - to build moving robotic mechanisms and then construct and code nature-inspired robots. As developing writers, first grade students begin the DREAM Lab practice of note-taking and written reflection throughout their work.

    Recent Grade 2 students explored foundational concepts of coding such as structuring algorithms to give clear instructions, using and sequencing events and loops, and learning to debug and troubleshoot their code. Second graders especially enjoy the practice of pair-share coding, a collaborative coding technique where two students work together as a team to code on a single device. Coding units culminate in becoming “game-designers,” as students apply learning to create a game in Scratch Jr.  In a unit on CAD design and 3D printing, students designed and printed self-watering planters that contained two interlocking or nesting parts. Students then brought these planters to Science for their plant-study unit and used them to plant seedlings for observation. 

    In Grade 3, students often begin the year team-building engineering challenges to build and reinforce the importance of collaboration. As makers/fabricators, recent third graders have become flip book animators, receiving an introduction to fundamental animation principles and concepts, followed by the opportunity to apply these techniques in planning, troubleshooting, and executing their own flip book animations. Building on knowledge gained in second grade, students explore robotics using LEGO Spike Prime Kits, collaborating to build a robot and then program it to display specific behaviors using a block coding language. Continued work in Scratch leads to an exploration of MakeCode and a sneak peek into what fourth grade will bring.

    Recent Grade 4 students have delved into the fascinating world of microcontrollers by exploring the Micro:bit and the Hummingbird Bit, culminating with teams working together to plan, design, build, and code a prototype. Using their expanding coding skills, fourth graders have used CoSpaces to create a multi-level obstacle game, or Obby. As makers, Grade 4 students have explored paper mechanics, creating pages with moving mechanisms that culminate in a bound book centered around their personal identities and the question, “Who Am I?”

    In their final LS DREAM Lab year, recent Grade 5 students have completed various engineering-related activities to prepare for an all-school cardboard boat race. They have delved into the math behind equilateral polygons and applied their learning in the Scratch coding environment to explore functions and loops while creating beautiful works of geometric art, and fifth graders have explored text-based coding in Python. In an interdisciplinary unit with Humanities and Art, Grade 5 students have used their coding and 3D design skills to work in pairs and build a virtual escape room based on their Ancient Egypt and Kush research paper. 

    Each fifth grade year culminates with a major project in which students leave a lasting gift to the Lower School. Students evaluate divisional needs, brainstorm ideas, choose a project with adult approval, and then design and build a product. The importance of teamwork, adaptability, and careful use of tools is emphasized. Recent projects have included the Lower School Wonder Wall, work benches for the ECC Woodworking classroom, and collapsible tables for a modular outdoor classroom.

  • Library

    The mission of the Baldwin School Libraries is to serve all community members by creating inclusive spaces that foster cultural and global curiosity, dynamic research skills, and a lifelong love of reading.  Pre-Kindergarten and Kindergarten students enjoy a picture book library in the Early Childhood Center, and The Maud Haddleton Lower School Library has a collection of more than 8,000 books. All classes from Pre-Kindergarten through Grade 5 attend a formal library lesson each week, where students listen to stories, browse and check out books, and receive instruction in technology, research and information-gathering skills, and digital citizenship. The Library curriculum is highly interdisciplinary; Library faculty partner with other teachers to select and share materials which support students’ research and support and complement lessons in other academic subjects. 

    Pre-Kindergarten and Kindergarten students learn library skills such as book care, use of shelf markers, and checkout procedures. Librarians reinforce the early reading skills of identifying the parts of the book, understanding author and illustrator, and differentiating between fiction and nonfiction genres. Digital citizenship lessons for our youngest students include iPad care, using new apps, media balance, “pause for people,” and safety in an online neighborhood. Above all, the goal for our ECC students is to foster a love of reading!

    Students in Grades 1 and 2 apply agency to select their own literature for checkout. They learn to search the online library catalog and are introduced to the Dewey Decimal System and to begin finding non-fiction books by their call numbers. In tandem with their ELA curriculum, students explore different genres and practice reading comprehension skills. Building on prior skills, students expand their digital citizenship skills by learning to identify online sources and, with support, use web browsers to locate content-specific websites. They learn the “online traffic light” and begin to learn about online privacy and digital trails.

    In Grade 3, students learn how to login to the online catalog to renew or put holds on items. They are introduced to Baldwin’s learning management system and learn how to access Library resources there, and begin to use online databases like Encyclopedia Britannica School. To support ELA instruction, students practice dictionary and thesaurus skills. As responsible digital citizens, third graders learn about technology etiquette and  the importance of safe, legal and responsible use of technology, and they are expected to use digital media legally and ethically. During their interdisciplinary National Parks Project, Grade 3 students use keywords to search databases, gather information from digital sources, and learn to give credit and cite their sources.

    Students in Grades 4 and 5 continue to develop their library, research and digital citizenship skills, such as  creating book talks for Baldwin’s library catalog, evaluating sources for credibility and currency, identifying bibliographic information, examining clickbait. Students in these grades understand the valuable resources available at libraries, as the Lower School Library becomes a hub for research during projects such as Rad Women and Passion Projects in 4th grade and the Ancient Egypt and Kush research paper and Ancient India podcasts in 5th grade.

  • Music

    The goal of Baldwin’s Lower School Music curriculum is to give students a love and appreciation for music of all kinds and the freedom to express themselves through music. Faculty use a variety of methods which incorporate the National Standards of Music Education along with Kodály, Orff-Schulwerk, and Suzuki techniques.

    Students learn singing, playing instruments, improvisation, composing, reading and notating, listening, and evaluating. They explore the many different elements of music,  including dynamics, melody, rhythm, tone color, harmony, musical styles, and audience/ performance skills. They come to know music as an expression of many cultures and are exposed to various music styles to analyze, appreciate, and enjoy!

    General Music for Pre-Kindergarten - Grade 5 incorporates all of the skills that are part of our musical experience.  Reading and writing simple rhythms and melodies, playing a large assortment of instruments, simple dances, two and three-part songs, games, listening activities, and more are constant happenings in the music room.  

    Every Grade 3 student learns to play the recorder with proper notation and fingering. All students in Grades 4 and 5 learn the violin with proper technique. Students expand their musical vocabulary using terminology surrounding dynamics (i.e. crescendo, decrescendo, piano, forte, etc.) and tempo (i.e. ritardando, accelerando). By fourth grade, students hone unison singing and learn two-part and choral music and all students in Grades 4 and 5 participate in Chorus, which provides an opportunity for students to gather together as a community to learn proper singing skills and repertoire. 

    Performance opportunities for Lower School students vary by grade level but include class plays, assemblies, the LS Halloween parade and Winter Sing-along, LS Grandparents’/Special Friends’ Day, and the LS Spring Concert. 

    Additional opportunities for Music education and performance occur through the Baldwin Conservatory private music lesson program and the Lower School “Crescendos” Ensemble which is open to 3rd-5th grade students who take private music lessons and can read music. 

  • School Counseling

    School counseling lessons are taught in each PreK - Grade5 classroom and focus on social-emotional learning and executive functioning skill development. School counseling lessons are taught as a part of the Co-curricular Specials rotation and provide students with the knowledge, attitudes, and skills appropriate for their developmental level. The Lower School counseling curriculum aims to help students build competencies in self-awareness, self-management, social-awareness, relationship skills, and responsible decision making. 

    In Pre-Kindergarten and Kindergarten, students learn about the importance of personal space and using kind words. They navigate making friends and including others. Students begin to build skills around understanding and expressing their feelings, as well as identifying small vs. big problems.

    First and Second grade students learn various problem solving strategies, such as I-Messages, that allow them to build their confidence in conflict resolution. Students discuss empathy and kindness towards others, while also learning the importance of positive self-esteem and self talk. 

    Students in Grades 3 and 4 are introduced to a variety of coping skills while learning  the importance of resiliency. This allows students to continue to understand the idea of a growth mindset. Students also begin to explore the idea of healthy relationships. 

    Grade 5 students explore the skill of perspective taking. They also build an understanding of the importance of self care and self advocacy. As students begin to prepare for their transition to Middle School, the focus of lessons turns to study skills and stress management. 

    The School Counselor is also available for short-term individual counseling and short-term small group counseling. Lower School faculty members and/or parents may refer students for short-term individual counseling. Students may also self-refer by asking to meet with the Lower School Counselor. Parents will be informed and written and/or verbal permission will be obtained for short-term individual counseling that extends beyond one session. Short-term individual counseling is goal-focused and helps students learn and build skills. The Lower School Counselor will support students and families in obtaining outside services if a student needs long-term counseling. Short-term small group counseling is designed to  help students with similar concerns learn and build skills during sessions. Short-term small group counseling is facilitated throughout the school year as needed. A small group typically consists of 4-6 students and lasts 4-6 weeks.

  • Science

    The Lower School Science program is designed to nurture essential scientific skills and knowledge that will empower children throughout their educational journey and beyond. Our Early Childhood Center and Lower School Science Labs and campus outdoor spaces provide children with meaningful, hands-on opportunities to make discoveries in the areas of Earth and Space Science, Physical Science, and Life Science. With a focus on interdisciplinary experiences, students are challenged to apply their scientific thinking and understanding to other academic classes. Baldwin’s Lower School Science program follows the Next Generation Science Standards and uses an inquiry-based approach that encourages girls to be creative, curious, and open-minded and develops students who actively question and explore the world around them.

    In Pre-Kindergarten and Kindergarten, girls develop their skills of Observation and Exploration. Through hands-on experiments that investigate the physics of ramps and paper airplanes, the chemistry of mixing materials and solutions, and the biology of bees and plants, students use their senses to observe and explore the world around them; ask questions about natural phenomena; recognize patterns in nature and everyday life; and record observations through drawings and simple charts.

    Grade 1 and 2 students focus on Inquiry and Investigation as they formulate hypotheses and make predictions, conduct simple experiments and investigations, identify cause-and-effect relationships, and gather information from various sources. In the Lower School Science lab, early elementary scientists grow bean plants and record their observations; use computer models to explore the solar system; examine how biomes, ecosystems and habitats impact living things; and take their first steps with digital microscopes.

    Throughout Grades 2 and 3, young scientists develop the skills of Communication and Documentation. They learn to express ideas and observations clearly and effectively, construct explanations based on evidence, develop basic research skills and cite sources, and graph and analyze data to represent findings. The meticulous crafting of lab notebooks is a testament to girls’ evolving roles as young scientists, and a study of meteorology allows for careful record-keeping.  In a study of geology, students explore landforms and how they shape our planet, study tectonic theory, and learn about the three major types of rocks. Hands-on labs demonstrate chemical weathering and sediment transport as well as the types of faults. 

    ​​Grade 4 and 5 students use their prior knowledge and their advanced cognitive skills to focus on critical thinking and problem solving. They apply the scientific method to design and conduct experiments, evaluate and analyze scientific information critically, engage in engineering and design challenges in tandem with DREAM Lab® classes, and gain understanding of the impact of human activities on the environment. 4th and 5th grade scientists delve into the electrifying world of electricity and dynamic world of energy transfer; construct and launch air-powered rockets; and conduct in-depth research on natural disasters and develop a presentation about their findings. In an interdisciplinary unit with Social Studies, 4th graders connect how geography and the  environment shaped the development of cities in the Atlantic basin during the Colonial period. Additionally, in their final year of Lower School, Grade 5 students engage in Advanced Experimental Design, designing and conducting more complex experiments, applying advanced data analysis techniques, and formulating and testing hypotheses in a systematic manner.

  • World Languages

    From Pre-Kindergarten through Grade 5, Lower School students take both French and Spanish each year. Students have exposure to both languages, during which time they learn about the French and Francophone cultures and the cultures of Spain and the Spanish-speaking countries of Latin America through a variety of interactive activities including songs, games, and skits. 

    The curriculum and the themes of our units are similar in both languages. While exploring various countries, the students will learn about vocabulary and expressions in French and Spanish and cover topics such as family and friends, sports and activities, alphabet, colors, numbers and counting, days of the week and months of the year, seasons and weather, food, animals, and holidays and celebrations.

    In the early years, our language program is filled with puppets, toys, games, songs, rhymes and materials that are intrinsically interesting to young children. The program is mainly oral in the early grades and a more formal grammar study begins in upper elementary grades. Students of all ages enjoy memorizing and performing a variety of dramatic skits and practicing applying their language skills while conversing with their classmates. 
    With a focus on interpersonal communication, presentational skills, writing, interpretive listening, interpretive reading, and intercultural communication, all students gain skills that will help them be successful in whatever language they choose to study in Middle and Upper School.

    French 
    These units introduce Francophone countries where French is widely spoken or holds official status. They include lessons on their cultures, histories, and languages, exploring countries and regions in Europe, Africa, the Caribbean, and parts of Asia where French plays a significant role. Activities involve language practice, virtual tours, and discussions on the impact of the French language and its influence on these diverse nations.

    Each year starts with a "Foundations of French" unit to provide students with a focused exploration of essential elements of the target language. Serving as a comprehensive review, the unit covered key aspects such as greetings, days of the week, months, the alphabet, numbers, and manners in French. This aims to reinforce language skills after the summer, refreshing the learning of returning students and laying a robust groundwork for new students.

    Next, students embark on a “Voyage Francophone,” exploring culture and community in French-speaking nations. Each grade level concentrates on a particular country  to gain a deeper appreciation for the richness and uniqueness of the French-speaking world while building speaking, listening, and reading skills. 
    • Pre-Kindergarten - Introduction of letters, colors and numbers
    • Kindergarten - About Belgium - flag, culture and holidays
      • Additional vocabulary - objects in my classroom
    • Grade 1 - About Canada -  flag, culture and holidays
      • Additional vocabulary - community, neighborhood, and members of a family
    • Grade 2 - About Ghana -  flag, culture and holidays
      • Additional vocabulary - animals
    • Grade 3 - About Vietnam - flag, culture and holidays
      • Additional vocabulary - food; expressing likes and dislikes
    • Grade 4 - About Switzerland - flag, culture and holidays
      • Additional vocabulary - professions
    • Grade 5 - About France - flag, culture and holidays
      • Additional vocabulary - describe yourself and others

    Finally, girls have “Fun with French Culture: Art, Stories, and Music.” Through lessons on Art Adventures, Story Time, Music Magic, and Celebration Fun, students learn about the creative side of French-speaking countries and explore the world of art, stories, and music from around the world. 

    • Pre-Kindergarten and Kindergarten 
      • Review of letters, numbers, days of the week
      • Additional vocabulary - adjectives (colors, size); classroom objects
    • Grade 1 - Art Across Canadian Cultures
      • Geometric family tree
      • Canadian community collage
      • Additional vocabulary - geometric shapes
    • Grade 2 - Food in Ghana
      • Culinary adventures with Ghanaian cuisine
      • Additional vocabulary - food; expressing likes and dislikes
    • Grade 3 - Music in Vietnam
      • Songs and dances of Vietnam
      • Additional vocabulary - musical instruments
    • Grade 4 - Fashion in the Francophone World
      • Clothing design, sewing, and fashion show
      • Additional vocabulary - clothing and accessories
    • Grade 5 - Diverse Expressions in the Francophone World
      • Self portraits; French cultural project
      • Additional vocabulary - art; food; pronouns; verb conjugation

    Spanish
    These units introduce Spanish-speaking countries. They include lessons on their cultures, histories, and languages, exploring countries and regions in Spain and Latin America. Activities involve language practice, virtual tours, and discussions on the impact of the Spanish language and its influence on these diverse nations.

    Each year starts with a "Foundations of Spanish" unit to provide students with a focused exploration of essential elements of the target language. Serving as a comprehensive review, the unit covered key aspects such as greetings, days of the week, months, the alphabet, numbers, and manners in Spanish. This aims to reinforce language skills after the summer, refreshing the learning of returning students and laying a robust groundwork for new students. 

    Next, students embark on a “Viaje Español,” exploring culture and community in Latin-American and Spanish-speaking countries. Each grade level concentrates on a particular country  to gain a deeper appreciation for the richness and uniqueness of the Spanish-speaking world while building speaking, listening, and reading skills. 

    • Pre-Kindergarten - About Argentina - flag, culture and holidays
      • Unit 2 vocabulary  - family
      • Unit 3 vocabulary - parts of the body
    • Kindergarten - About Cuba - flag, culture and holidays
      • Unit 2 vocabulary - community, neighborhood, and classroom
      • Unit 3 vocabulary - adjectives (colors, size); weather
    • Grade 1 - About Dominican Republic -  flag, culture and holidays
      • Unit 2 vocabulary - animals
      • Unit 3 vocabulary  - classroom objects
    • Grade 2 - About Ecuador-  flag, culture and holidays
      • Unit 2 vocabulary -  parts of the body
      • Unit 3 vocabulary - animals
    • Grade 3 - About  Costa Rica - flag, culture and holidays
      • Unit 2 vocabulary - food and meals;  expressing likes and dislikes
      • Unit 3 vocabulary - travel
    • Grade 4 - About Puerto Rico  - flag, culture and holidays
      • Unit 2 vocabulary  - professions
      • Unit 3 vocabulary - clothing and accessories
    • Grade 5 - About Chile - flag, culture and holidays
      • Unit 2 vocabulary - describe yourself and others
      • Unit 3 vocabulary - pronouns, verb conjugation

  • Learn to Swim© Program

    The Learn to Swim Program is part of Baldwin's Lower School Physical Education curriculum, with the students participating in weekly lessons during the school year and periodic exhibitions where they display their skills to family and friends. Parents are updated on their child's progress through a report sent home three times a year. Read more about the program. 
701 MONTGOMERY AVENUE
BRYN MAWR, PA 19010
(610) 525-2700
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