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Lower School 

 
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The Lower School years are truly a remarkable and exciting time in a boy’s life.

Play, joy, and a sense of belonging are essential elements to creating an elementary school experience in which boys are ready to grow and learn. At Browning, our Lower School consists of Kindergarten through Fourth grade. The Lower School focuses upon building deep and meaningful relationships among peers and with teachers in order to allow our boys to challenge themselves, take risks, and be reflective learners who know that it is safe to fail and try again. Through our core academic program, service-learning opportunities, field trips, and Encore, our after school program, our boys are both challenged and nurtured to become their best selves with a strong sense of living our Browning values of curiosity, honesty, dignity, and purpose on a daily basis.


Eric Ogden
Head of the Lower School

Language Arts

The goal of the Lower School Language Arts program is to open and enrich young minds and to promote learning across the curriculum. Strong reading skills are developed through various sequential and structured reading lessons and exposure to children’s literature. Our multifaceted reading program includes the development of phonemic awareness, strong decoding skills, vocabulary, comprehension strategies, and the attainment of fluency. Students are taught to be critical, purposeful, and careful readers, thinkers, and writers. Reading instruction focuses on developing competency in several areas: mastering the sound to symbol connection of more complex words, attaining reading fluency, acquiring a variety of strategies to enhance and to deepen comprehension, and learning to generalize from a text using a variety of inferential thinking skills. Written and oral assignments develop receptive and expressive language and writing skills. Written work also stresses properly-formed handwriting, increasingly accurate spelling, and the use of appropriate rules of grammar and punctuation. 

Our literacy specialists support and enhance the Language Arts program in order to capitalize on students’ strengths and to meet students’ needs at their particular developmental levels. During language arts periods, classes are often divided into several groups, and lessons incorporate an extensive array of teaching methods and materials at each group’s current developmental level. While all areas of literacy learning are addressed in each instructional group, the content and emphasis varies according to students’ readiness and mastery. In Kindergarten through Grade 2, The Writing Revolution program is used to teach students the fundamental skills of sentence and paragraph writing. More advanced writing and study skills are embedded in the Grades 3 and 4 curricula, including vocabulary development, note taking, organization of writing, and spelling, and are connected to content areas when possible. The goal is to help boys to integrate, synthesize, and apply their literacy skills on a consistent basis with increasing levels of independence.

In addition, students in the Lower School have a rich tradition of oral communication and engagement with literature. Assemblies often feature class presentations of plays, poetry, music and skits, as well as professional presentations by guest authors and speakers. During National Poetry Month in April, Lower School boys dive into poetry and submit original poems for a divisional poetry writing contest. Additionally, Grade 3 and 4 boys participate in the Lyman B. Tobin Public Speaking Program annually each spring. The objectives are to initiate a positive attitude towards reading and literature and to develop poise and confidence when speaking in front of an audience.

Assessment :

Each boy’s individual reading level is formally assessed several times each year in Kindergarten through Grade Three. The boys read both fiction and nonfiction to ascertain their literacy skills. In Grades Three and Four the boys take the Comprehensive Testing Program IV (CTPIV) in the fall. These tests measure literacy and mathematics skills, and the results are used for program planning. Scores are shared with parents and teachers.

Kindergarten

The Kindergarten Language Arts program focuses on beginning reading and writing skills, as well as enhancing communication skills and the ability to listen carefully. These objectives are achieved through ongoing exposure to literacy experiences such as daily read-alouds, students exploring their voices as storytellers through introductory writing lessons, and in small reading groups that allow the development of each boy’s skills as an emergent reader. This instruction is supported through a multi-dimensional curriculum of phonics activities, sight word vocabulary, and handwriting development. The Wilson Fundations program supports this development of phonemic awareness and handwriting skills, while leveled reading libraries further support our literacy instruction.

Grade One

The First Grade Language Arts program includes reading, literature, writing, spelling and grammar. Reading is structured to include grade-level books and trade books, which students use during daily small group literacy instruction and independent reading time. Students are exposed to a wide variety of literature, including stories, poetry, and nonfiction works with an intentional focus on our Browning values and cultural diversity. In addition to being presented a strong phonics program using Wilson Fundations based curriculum, students are taught to use syntactical, configurative and contextual clues when reading to develop both oral fluency and accurate comprehension. Students are taught explicit spelling patterns using Wilson Fundations, which is further enhanced with various multi-sensory activities. The Wilson Fundations program sets the foundation for writing with the direct teaching of handwriting as well as the basic skills for capitalization and punctuation. Creative writing is encouraged through the use of personal narratives and daily journals. The students begin to learn a defined writing process designed to improve the content of their writing together with grammar and spelling skills.

Grade Two

The program continues to promote a love of literature using a wide variety of theme-related trade books and current authors. Comprehensive exercises and discussions foster critical thinking and develop students’ ability to make inferences and draw conclusions. Studying authors’ styles, comparing fantasy and reality, and using reference books for research build skills in creative and factual writing. In Second Grade, small group reading instruction occurs daily in order to best meet boys at their individual level for reading instruction. Grade Two uses Level 2 of The Wilson Fundations Program that builds on basic skills that were learned in Kindergarten and First and progresses further into the study of word structure. The program reinforces phonemic awareness, spelling and sight words, exploring short and long vowel sounds, irregular spellings, blends, digraphs, diphthongs, prefixes and suffixes. Grammar, sentence structure and parts of speech are reinforced through written and oral exercises. Daily writing includes creative story writing, narrative writing, persuasive writing and non-fiction report writing. Grade Two students learn to brainstorm, edit, and revise their writing.

Grade Three

Students build upon previous skills to increase vocabulary, develop higher thinking skills, and move toward greater fluency and understanding of oral and written language. At this level, students continue to develop their love of reading through various literary forms.

Some books read at this level may include The Good Dog, Year of the Dog, Gooseberry Park and various author studies. Book studies include working with various reading strategies, understanding the structure and parts of a story or text, and finally studying and learning how to read and write non-fiction text. Creativity, self-motivation and independence in all areas of reading and writing are emphasized. Correct spelling, punctuation, capitalization, proper grammar and sentence structure continue to be studied. Students participate in a variety of writing projects throughout the year, during which they draft, revise, and edit their own work. Third grade boys learn to construct an expository essay, craft fictional narratives based on mentor texts, and use writing to communicate their own ideas.

Grade Four

Students are afforded a rich and varied linguistic experience. Novels from multiple genres are chosen to inspire and reflect the Browning values of dignity, honesty, curiosity and purpose. These selections provide diversity of lived experiences and perspectives, as well as a range of different writing styles and topics. All novels allow students to explore historic events and concepts of courage and perseverance under the thematic unit of human dignity. Through independent reading and literature circles, students are also given ample time to explore fiction and non-fiction material of personal interest. The novels, independent reading and discussions allow for community building and character development. As students develop as writers, they are guided through examples of expository, persuasive, and personal narrative writing. They also learn techniques for incorporating figurative language, robust vocabulary, and varied sentence structures. Students develop a keen sense of spelling, grammar, punctuation, and paragraph development, as well as note taking techniques, as they research and prepare multimedia presentations about the lives of individuals who exemplify our Browning values.

Social Studies

Through geography, humanities, and history, students explore the diversity of their school, community, city, country, and world. Lower School boys develop an understanding of the complexity of the world in which they live and a range of human stories and identities, both past and present. Discussions and activities are designed to foster a capacity for thoughtful and intelligent communication surrounding our Browning values of dignity, curiosity, honesty and purpose. The curriculum challenges boys to develop responsible leadership skills and become independent thinkers. It is structured to emphasize concern and respect for each individual, as well as the dignity of all communities and cultures. Service learning opportunities, undertaken when appropriate, encourage students to be responsible and caring citizens.

Kindergarten

To help the boys become independent, self-reliant and sensitive to the needs of others, the year begins by exploring the Browning community and the ways in which individuals function as part of that community. Students explore what it means to be a Browning boy and a good friend in their school community as they are introduced to our four Browning values. Our social studies explorations also encourage the development of a curious mind that is open to pursuing new knowledge and other perspectives. Boys share artifacts and stories from their own families and cultures, while acquiring the skills to ask questions and process new information. Lessons are often enhanced by exploring seasonal holidays and traditions that are reflective of individuals in the classroom community and beyond. We also allow the boys’ interests and social-emotional needs to guide us in developing new lessons, particularly as they grow in their roles as learners and friends within the classroom.

Grade One

Grade One students begin an in-depth exploration of their environment by studying their families and communities. Throughout their investigations, boys are exposed to the idea of accepting differences in themselves and in others. Important units explore families past and present, as well as community economics. Through these units, students recognize the important roles of people whom they may encounter every day, as well as their own responsibility as citizens of their local and global communities. Social studies activities become an important part of the overall understanding of the many cultural differences students will experience throughout their lives. In conjunction with these studies, students’ personal identities and unique qualities are discussed, explored, and celebrated. Discussions of major holidays, historical figures, heroes, and current events invite the boys to become responsible citizens of the world.

Grade Two

Grade Two students begin the year by learning about how we govern ourselves within our class, school, and general communities. We discuss rights, rules, and the responsibilities of citizens towards one another. We then dig into geography as the boys study orientation, mapping tools, cardinal directions, and the interpretation of information from a spatial perspective. Boys are encouraged to think about how maps influence our everyday lives. Building on their knowledge of mapping, students begin an inquiry into the 50 states and find evidence for how geography, climate, and natural resources influence the lifestyles and cultures of people. Students consider the questions: What makes a state different and unique? And, how does where we live influence how we live? Our final unit delves into an exploration of New York City neighborhoods and boroughs, examining the factors that influence the culture of various neighborhoods, and in which communities residents decide to live. Students develop research, presentation, and collaborative skills throughout the year, with each unit enriched by field trips, guest presenters, and culminating projects that show their depth of understanding.

Grade Three

Students are encouraged to participate in large and small group activities that help to discover the value of teamwork and cooperation. Field trips, art, music and literature are used to enhance and enrich the curriculum. The year begins with an in depth study of Native Americans who lived in the woodland areas that are now New York. We then move on to examining the Pilgrims, one of the first groups of Europeans who settled in North America. The year ends with a study of immigration, focusing on the many diverse groups of people who make up New York City and help it grow. Throughout the year students demonstrate their understanding of the material taught in diverse ways. For example, journal writing is done with the study of the Pilgrims, expository essays are written with the study of Native Americans, and mini-research projects are completed when learning about immigration.

Grade Four

Through novel study, research and multimedia tools, students learn how to synthesize historical understanding and analyze literature to explore concepts of human dignity. Throughout the thematic units, students learn about otherness, courage, perseverance, and various people throughout history who have impacted social movements and worked towards advancing equity and inclusion. Students engage with these topics and work to build their research skills within the social sciences inside the classroom and apply their understanding through various extended learning opportunities which stretch beyond the classroom.

Mathematics

Philosophy

The Lower School math curriculum at Browning emphasizes a conceptual understanding of what numbers represent through visualization, play, and inquiry. Math is regularly taught in an individualized approach through stations in which students engage in various activities including teacher-led instruction, math games, math technology, and “workbook nook.” Based on techniques of Singapore Math, students progress from concrete to pictorial to abstract representations of concepts. Concrete math manipulatives such as snap cubes, base ten blocks, pattern blocks, and number lines help students develop one-to-one correspondence and place value in the lower grade levels. Bar models and number bonds allow students to visualize how numbers can be broken apart as well as combined to form various quantities, and allow students to make sense of equations and more complex word problems in the upper grades. 

Moreover, Lower School teachers at Browning strive to create open, creative, and visual math tasks relating to the real world to promote student thinking and engagement. Throughout each grade level, students are encouraged to find multiple strategies to solve a problem. Thus, by the end of Lower School, students are skilled in using the four basic arithmetic operations of addition, subtraction, multiplication and division using whole numbers. Additionally, students are also proficient with fractions, time, money, measurement, data, and geometry.

Kindergarten

Kindergarten teaches a comprehensive, activity-based mathematics program that allows students to build a strong foundation in mathematics through engaging stations and balanced teacher-led instruction. To ensure solid understanding and retention of skills, there is reinforcement of previously introduced concepts as new topics are introduced. The program is designed to give children a deeper understanding of basic mathematical concepts such as understanding the physical quantity of a number, sorting, patterning, counting, adding, and subtracting through hands-on, concrete activities. Teacher resources include Math in Focus which is based upon Singapore Math and Mindset Mathematics, a program which focuses on the big ideas at the Kindergarten level through visualization, play, and inquiry.

Grade One

In Grade One, math instruction consists of stations including teacher-led instruction, hands-on activities, and games which involve a variety of math manipulatives that lay a foundation for a thorough understanding of concrete and abstract concepts. Problem-solving encourages independent thinking as multiple approaches to achieving solutions are demonstrated. Subject areas include: patterns, addition, subtraction, place value, word problems, graphing, measurement, geometry, money and time. The Grade One program uses texts and materials from Marshall Cavendish, specifically Math in Focus, a Singapore Math-based program. Math in Focus emphasizes mathematical thinking, mental math competencies, and a visual approach to word problems.

Grade Two

The Grade Two mathematics program continues work with Math in Focus texts from Marshall Cavendish Education which are based upon Singapore Math. Concepts and skills are reinforced and deepened through the continued use of hands-on manipulatives as well as through visual modeling. Grade Two students focus upon manipulating number facts, determining extended place value, addition and subtraction with regrouping to three digits, working with concepts of time and money and understanding word problems. Later in the year, introductory multiplication, division and fractional concepts are covered, as well as measurement and ways of applying math skills to real world situations.

Grade Three

Students at this level are learning to work quickly and efficiently with the number system. Computational accuracy is emphasized. Students employ basic mathematics skills, both computational and conceptual, including addition, subtraction, place value, multiplication, division, simple algebra and geometry, and beginning fractions to solve real world problems. Grade Three uses the Singapore Math-based program, Math in Focus, from the publisher Marshall Cavendish. The Singapore method emphasizes mathematical thinking, mental math competency and a visual approach to word problems. In addition, the math curriculum is supported with various math games and projects to enrich the students’ learning experience as well as to solidify concepts taught.

Grade Four

In Grade Four math classes, mastery of foundational skills and basic operations is reinforced, and additional strategies for problem solving are introduced. Advanced concepts working with fractions and decimals are integrated as students learn to compute using fractional numbers. Additionally, students practice measurement and geometry, learn to arrive at reasonable estimates, and organize and interpret data represented in a variety of formats. Mental arithmetic and math terminology are solidified, with the ultimate goal of helping the students become computationally fluent and confident as they respond to and apply mathematical instruction. Grade Four continues to use the Singapore Math-based program, Math in Focus, from the publisher Marshall Cavendish. The Singapore method emphasizes mathematical thinking, mental math competency, and a visual approach to word problems.

Science

Philosophy

The Lower School science program seeks to expand our students' awareness and cultivate their sense of wonder about the world around them. Science concepts and skills, such as making observations, comparing and contrasting, measuring, and predicting, are taught through hands-on inquiry projects. The scientific process of conducting an experiment is introduced to older students who develop questions, set up tests, record results, and draw conclusions. Students learn the important roles of note-taking, drawing, and labeling diagrams by keeping scientific journals throughout the year. Boys are encouraged to think critically and creatively. Engineering design is experienced through open-ended challenges using simple machines, vehicle design, and construction projects. Field trips to science museums, zoos, Central Park, and more bring the experiences of the classroom to life. Finally, the Lower School Invention Convention allows boys in Grades Three and Four to present their projects at the annual STEAM Expo. This is an exciting occasion in which students display their original invention ideas.

Kindergarten

In the Kindergarten science curriculum, students embark on an exciting journey of discovery as they explore the wonders of the natural world. They begin by delving into the five senses, understanding their significance in observing and comprehending the world around them. As budding scientists, Kindergarten students are introduced to the scientific method, a framework that guides their inquiries and experiments. They actively participate in numerous investigations, applying the scientific method to explore various phenomena. They examine the properties of solids, liquids, and gasses, igniting their curiosity about the fundamental building blocks of the universe. Later in the academic year, students study seasons, weather, and climate. They maintain weather journals, tracking the elements of New York City's climate. Building on their knowledge of the natural world, students end the year exploring plants and animals. They learn about the diverse animal groups, the processes of seed germination, and witness the growth of living organisms over time.

Grade One

In the first grade science curriculum, students dive into the captivating realm of the human body. Through the construction of models, role-play, and exciting experiments, they discover the biological systems that make our bodies function. Next, students embark on a study of dinosaur diversity and the timeline of prehistoric life. With the concepts of paleontology as their guide, students investigate fossil evidence and unlock the secrets of ancient creatures. Next, the curriculum takes an exciting turn towards engineering challenges. Students unleash their creativity and problem-solving skills as they explore the world of simple machines. Engaging in hands-on projects, students design, build, and test their own engineering solutions. Venturing beyond Earth, students begin a study of space. They investigate the solar system and investigate the relationships between the sun, moon, and Earth. Finally, students conclude their scientific year by exploring light and sound waves. Through carefully planned investigations, they observe and analyze how light and sound travel, providing evidence-based observations.

Grade Two

In Grade Two, students learn about measurement and the use of the metric system in science investigations. We look at how to calculate distance, mass, volume, and temperature. The extinct mammal unit allows the students to study some of the animals that existed after the dinosaurs. To continue their study of living organisms, we then investigate reproduction as a characteristic of living things through the study of decomposers, fungi and worms in particular. We examine the different types of fungi, their anatomy, and life cycle. We even grow our own fungi in the classroom! An investigation with worms, specifically planarians and earthworms, allows students to compare and contrast segmented and flatworms. We then move on to the human environment and study buildings and bridges through a series of design challenges. We investigate some of the tallest structures as well as some of the most unusual buildings from around the world. The students have an opportunity to build their own structures using recyclable materials. Pollution and recycling studies round out the year with our environmental unit. Students have an opportunity to complete activities related to making us better stewards of our planet.

Grade Three

The Grade Three science curriculum begins with an exploration of different forms of energy. Students investigate heat transfer, potential and kinetic energy, sound vibrations, electricity, and magnetism through engaging lab investigations. Next, third graders study the planets of our solar system. They construct a scaled model of the planets and learn about the vast distances between them. Adopting a planet as their own, students become experts and unleash their creativity by designing unique adaptations for an alien species that could inhabit their chosen planet. Next, third-grade students begin their study of rocks and minerals. They analyze and classify the physical properties of different types of rocks, unraveling the secrets hidden within these ancient formations. They even grow their own crystals! As spring arrives, the third graders participate in the Invention Convention project, marking the beginning of their STEAM Expo journey. Through this entrepreneurial learning experience, students develop vital skills in problem identification, problem-solving, and creativity.

Grade Four

The Grade Four science program focuses on physical science and earth science. The year begins by having the students examine Newton’s Laws of Motion and look at the effects of friction, gravity, momentum, velocity, and aerodynamics on a car’s ability to travel down ramps at various angles. The boys then transfer their knowledge to conquering space travel. They examine the history of space exploration through a study of the Mercury, Gemini, Apollo, and Space Shuttle programs. The students design, build, and test their own straw rockets. The unit includes an in-depth study of the moon, stars, constellations, and galaxies, reflecting current trends in astronomy. A study of earthquakes and volcanoes follows. We examine how to construct an earthquake-proof structure and study historic earthquakes and volcanic eruptions that have occurred worldwide. Finally, Grade Four students participate in the Invention Convention in which they have the opportunity to design an invention that can solve a real-world problem. The inventions are showcased during Tte Browning STEAM Expo.

Modern Languages

Philosophy

The Browning School modern language program begins in Grade One, and by Grade Three students choose either French or Spanish as a language focus which continues over their time in the Lower School and into Middle School. The program introduces students to practical vocabulary and the distinctive cultures of the French and Spanish-speaking worlds. Emphasis is placed on fostering students’ comfort in speaking and listening to a language other than their own, which is achieved through a deliberate program of language immersion within the language class period.


FRENCH AND SPANISH

Grades One and Two

Modern Language in Grades One and Two focus on building a love of language learning through exploration, culture, songs, and games. In these grades, boys spend half the year studying Spanish and the other half of the year experiencing French. Lessons are interactive and engaging, helping students to acquire early vocabulary and conversational skills as they get excited about language learning and exploring cultures associated with both of these modern languages.

Grades Three and Four

In Grade Three students choose to focus their studies on either French or Spanish for the next few years. Modern Language in Grades Three and Four focuses on the acquisition of practical vocabulary and encourages students to develop listening and basic conversational skills. Students learn how to count, express the time and date, use basic present-tense verbs and ask simple questions. Teachers use interactive activities such as role plays, games, and songs, to allow students the opportunity to use language in context. Vocabulary and grammatical work is punctuated by lessons on the cultures of the French or Spanish-speaking worlds.

Fine and Performing Arts

Philosophy

Browning has long sought to provide boys with a balanced and culturally enriched educational experience, and the arts play a major role in that endeavor. Academic courses that assure a certain level of competence in the history and critical analysis of art and music are a required part of the curriculum. It is equally important to foster a deeper appreciation for the arts. To this end, students set their hands to drawing, painting, sculpture, and related media, and they display their works in school exhibits and publications. Browning boys sing at various assemblies and concerts throughout the year, and individual student musicians are encouraged to perform in our annual recital. Presentations and performances by all age groups are mounted for assemblies where the energies and talents of school artists, musicians, and thespians are often pulled together into one, unifying effort.

The VISUAL Arts Program

Philosophy

The purpose of the program is to help each boy develop his own creative style while introducing basic art techniques and the proper use of art equipment and materials. While the boys are constantly reflecting on and expressing their own experiences, each project is inspired by art history and visual culture so that the boys can locate their artistic practices in a larger context. Much of the work is interdisciplinary and connected with the classroom curricula. Drawing, painting, ceramics, sculpture, printmaking, graphic design and textile arts are approached in each successive grade at a slightly more advanced level. Field trips to various museums extend the classroom experience.

Kindergarten

This course serves as an introduction to the elements and principles of art, art history and techniques across different media. Over the course of the year, students are taken through a series of scaffolded projects designed to introduce materials and processes in the areas of drawing, printmaking, painting and sculpture. Projects are generally inspired by nature, classroom experiences and historical themes. Step-by-step instruction is given in the use and application of cray-pas, markers, brushes, glue, scissors, clay, wood forms, paint and glazes. An emphasis is placed on developing an understanding of color theory, technique, proper use of tools, appropriate studio behavior and creativity. Projects from the year may include: Sunset Silhouette Cityscapes, Cray-pas Penguin Paintings, Ceramic Penguin Sculptures, Andy Warhol-Inspired Self-Portrait Prints, and “What I Want to Be When I Grow Up” Self-Portraits.

Grade One

The curriculum is aimed at improving the skills and techniques learned in Kindergarten using similar materials and subject matter. The boys learn many new skills such as color mixing, drawing to create deep space, using color to create an atmosphere and paper construction. Students develop their skills in painting, drawing and sculpture while expressing themselves through their artwork. Projects from the year may include: Stuart Davis-Inspired Name Paintings, Ceramic Animal Sculptures, Atmospheric Cray Pas Car Paintings, and Frank-Stella Inspired Paper Sculptures.

Grade Two

By Grade Two, we focus on individualization and self-expression. Techniques and projects become more involved as the boys continue to study the elements and principles of art. Over the course of the year, students explore the basics of drawing, collage and sculpture using a variety of materials and processes. Lessons are built around the study of selected works by a wide range of contemporary and modern masters, as well as cross-curricular topics. The course also serves as a further introduction to ceramics and functional form and the use of slab and coil construction. Projects may include: “Color and Feelings” Self-Portraits, De Stijl Ceramic Mugs, Picasso-Inspired Fish Plates, and Navajo-Inspired Tapestries.

Grade Three

Students assume greater responsibility for the preparation of their projects, which consists of many more stages from preliminary studies to the final artwork. Grade Three boys study abstract art through exploration of artists such as Arlonzia Pettway and other quilters from Gee's Bend, Alabama and American Abstract Expressionists. Learning to mix specific colors and using different sized brushes, they paint an abstract composition followed by a realistic self-portrait. After the painting projects are complete, boys work with clay and study textile arts through making tapestries. Projects may include: Watercolor Self-Portraits from Observation and Clay Food Sculptures.

Grade Four

In Grade Four, students explore a wide range of media, including ink, clay, paint, and embroidery. A focus is placed on studying different philosophical approaches to making art from around the world by learning about Japanese Sumi-e Painting, vessels from many different cultures and embroidery. A highlight to look forward to is the Poetry Vessel project inspired by David Drake in response to a complementary social studies unit of study and the students’ reading of the book Dave the Potter: Artist, Poet, Slave. Other projects may include: Abstract Expressionist Silhouette Portraits, Hand-Built Ceramic Vessels, Entrepreneurial Logo Designs, Autobiographical Embroidery and Sister Corita Kent-Inspired Profiles of Courage Text Art.

 

The Music Program

Philosophy

The purpose of the Lower School music program is to help each boy discover and develop his natural love of music, as well as to provide him with the tools and knowledge to understand and practice key musical concepts. Six major areas of study and performance are used to introduce and strengthen self-expression, skill-building, appreciation of music history, and enjoyment: singing, playing instruments, listening, movement, notation, and the study of composers. Singing is emphasized, and movement and dramatization often accompany songs. The students learn to play Orff instruments such as xylophones as well as other percussion instruments individually, in small groups, and in larger ensembles. Listening to a wide variety of music and understanding the role of famous composers, conductors, songwriters, and performers allow students to explore culture and identity through music. Additionally, boys practice identifying various musical instruments, moving to the beat and feel of the music, and reading and writing musical notation at a basic level to enhance their appreciation and understanding of musical concepts. Focus on rhythm, pitch differentiation, timbre, dynamics, and improvisation is given at each grade level in greater depth. Class presentations and performances during assemblies are given at various points throughout the school year and at special events. Assembly recitals and after school opportunities allow boys who study an instrument to perform individually in front of their peers during the school day. In the spring, formal recitals are held with family members in attendance. The two culminating performances of the year are the Holiday Program in December and the Lower School Closing Assembly in June.

Kindergarten - Grade Two

Students in Kindergarten through Grade Two explore music through singing, clapping rhythmic patterns, and playing classroom instruments with confidence, as well as moving and listening to many different kinds of music. Basic musical concepts are introduced using songs and games, as well as exercises designed to develop musical reading and writing skills. Note values are studied, with emphasis on reading simple rhythmic notation and an introduction to lines and spaces on the music staff. Students are encouraged to sing in unison as well as in simple rounds, feel and move to the beat of the music individually, and recognize differences in pitch, timbre, tempo, mood and dynamics. The Kodaly solfège syllables are introduced to improve the students’ understanding and performance of melodies, and percussion instruments such as drums, step bells, and xylophones allow boys to explore musical instruments with creativity. Musical concepts are reinforced through exploration of music from around the world, encompassing a wide array of cultures and composers. Dramatic acting is also incorporated into music classes through the performance of small narrative vignettes.

Grade Three and Four

In Grades Three & Four musical discipline, enjoyment, and confidence are reinforced. Vocally, unison and solo singing lead the curriculum with simple harmonic parts and rounds being used to enhance selected songs. The Kodaly solfège syllables continue to be used to improve the students’ understanding and performance of melodies. Songs and instrumental works are chosen to illustrate the specific melodic intervals being studied in greater depth. More advanced rhythmic and melodic patterns are introduced using Orff and other percussion instruments, and Grades Four boys are introduced to the basics of playing a simple melody and chords on the ukulele. In the area of notation, boys learn how to read and write simple rhythmic and melodic patterns on the treble clef staff and dictation skills continue to build. From across the United States and around the world, many styles and eras of music are incorporated into the program, highlighting popular composers while studying the differences and similarities in timbres of various instruments used in their compositions.

Library

Philosophy

The Browning Library supports the school’s core values and curricula by providing access to information, technology, and literature for all students. Lower School boys have weekly lessons in the library where they also have the opportunity to check out books from our collection. The Lower School library program aims to introduce the boys to a wide variety of literature and resources in order to develop their information literacy skills, comfortably navigate the library’s resources, and appreciate diverse stories from a multitude of perspectives.

Kindergarten and Grade One

Library classes in Kindergarten and Grade One build a love of reading and books for all of our boys. Primary objectives are to ignite literature appreciation, grow an understanding of story structures, and promote comfort in the library. Kindergarteners begin library classes by establishing an understanding of what a school library is and how to utilize our school resources in a respectful, effective way. We introduce the role that authors and illustrators play in creating books. Through wordless picture books, students practice their skills of interpretation, prediction, and observation. Kindergarten students also learn the power of stories to teach us about others' life experiences as we explore various countries and cultures through books. First graders deepen their understanding of authors and illustrators through author studies and in-depth examinations of the characters in stories. A highlight of the first grade curriculum is the study of folktales. The boys learn how to define and recognize fables, tall tales, myths, fairy tales, and legends from across the globe.

Grade Two and Three

Second grade students examine the “where” of stories and books, delving into a study of where stories come from and the ways in which the setting helps create meaning in literature. Through exploring Cinderella tales from different cultures including Haiti, Zimbabwe, and France, students compare and contrast how the place of origin affects a story. The second graders end the year by reading books set in our own home, New York City, investigating how knowing a setting changes our relationship to the story. Third graders spend their year in library classes learning to define and recognize literary genres such as historical fiction, fantasy, biography, and informational texts. We focus on nonfiction as the boys engage in a study of biographies, autobiographies, and poetry. The students create their own autobiographies and in the process assess the intersection between what information they want to share, what other people would like to learn about them, and what is uniquely theirs to tell. Lessons also focus on informational texts and how their features help us find facts, as well as practice in decoding the differences between fact and opinion.

Grade Four

As the fourth graders get ready to transition to middle school, they begin to hone their research and inquiry skills in the library. In conjunction with writing and social studies projects from their homerooms, students practice keyword searches and learn to identify the most appropriate database to use when researching. Lessons focus on why we learn to research effectively and how we apply that information. Students also begin to put words to the media literacy skills they learned throughout Lower School and add new tools like looking for bias in sources and appreciating nuance and context as important elements of understanding complex subjects. The boys use both digital and print reference works and learn to evaluate resources they find on the Internet. Additionally, fourth grade library classes encourage students to continue developing their own reading lives, exploring a variety of genres and seeking out texts that pique students’ individual interests.

Computer Science & Engineering

Philosophy

The Lower School Computer Science & Engineering curriculum is designed to ignite their level of curiosity and passion through exploration, tinkering and curiosity, and to provide our students with a safe environment in which each student can develop the necessary computational skills to thrive in the future. Students are taught to work cooperatively and collaboratively through their early years at Browning, as every student has the opportunity to explore and develop computational thinking, problem solving, interest in robotics, and their basic understanding of programming, engineering, and design skills. There is a focus upon building boys’ basic understanding of technological concepts and operations, including the handling and appropriate use of devices, and digital literacy, in addition to the integration of specific grade-level STEAM initiatives to spark their creative problem solving to real-world solutions. Outside of the technology lab, our students use technology in their classrooms where the tools enrich, reinforce, and enhance their grade-­level curricula. Students learn to navigate their digital worlds in a responsible, safe, and respectful manner. When students complete their years in the Lower School, they are creatively confident problem solvers and innovative thinkers who are ready to deeply explore the implications and applications of technology in their lives.

Grade Two

In Grade Two, boys begin learning the basics of programming with visual block commands. Through numerous websites and apps, as well as unplugged activities, students are introduced to programming as they begin to practice the foundations of coding starting with sequences, conditionals, loops, and debugging. Programs such as Code.org, CodeMonkey, and Kodable help to reinforce these skills. Students learn to express themselves creatively through the programming of the Dash robot in addition to exploring use of design thinking cycle.Through collaboration, second graders are able to form interdisciplinary connections and apply their learning to real world applications as they engineer different robotic structures and challenges for their robots to navigate.

Grade Three

In Grade Three, boys continue learning the basic foundations of programming through Code.org, a computer science driven website that seeks to test and develop the boys’ knowledge of programming. The students learn more advanced troubleshooting and logical thinking skills. They will continue to explore and develop their engineering and programming skills through Spike Essentials and Ozobots. In preparation for their showcase at the end of the year, students will practice the full cycle of the design thinking process, where they learn to iterate through designs and enhance their problem-solving skills.

Grade Four

In the Grade Four, boys are introduced to Scratch, a block-based programming language developed at MIT. Students create a Browning Scratch account through which they learn to create games and animations. Students are excited to express their interests and creativity in their Scratch animations as they learn to incorporate more advanced programming blocks such as variables, operators, and functions. This allows the boys to develop more advanced game-like animations that involve incorporating measurable data. Students are also introduced to physical computing which allows them to see their programming efforts come to life. They engineer and integrate microcontrollers in their programming in Scratch, and begin to understand input and output devices. Finally, with the use of Makey Makey technology, students engineer projects that will simulate real-world devices and allow students to begin thinking of themselves as young makers and agents of change.

Health and Wellness Program

Philosophy

Health and Wellness is an integral part of the overall development of the boys at the Browning School. We provide our students with an opportunity for social and emotional growth throughout the year. Lower School boys participate in weekly health lessons for one semester of each year. In Grades K-3, the program consists of sharing developmentally appropriate lessons on a variety of topics, including friendship, empathy, conflict resolution, mental wellbeing, hygiene, safety, decision making, and nutrition. In Grade Four, lessons examine human growth and development as we explore the physical, emotional, and social changes that happen during puberty. The focus of the health and wellness program is to increase student awareness regarding how their actions and words have an impact on themselves and others. Multisensory teaching including storytelling, role play, group work, and creative dramatics are used. 

In all of our classrooms, teachers focus on building relationships with each individual boy to create a classroom community of learners in a nurturing environment. The Wellness Team, which consists of two counselors, a health teacher, a consulting psychologist, and our school nurse, provides faculty with strategies to help students develop social and emotional skills through repeated practice, modeling, and reinforcement along with using components of the Responsive Classroom approach throughout the day. 

Physical Education

Philosophy

The Lower School physical education program develops the confidence and proficiency of each boy, stressing movement education and developing fundamental skills. In the younger grades, classes focus on the movement process and the student’s ability to skillfully perform a variety of sport skills. As boys explore movement themes, they make connections to space, time, effort and relationships that are critical to skill development. Boys are also introduced to sports and the skills required for each particular sport. Soccer, basketball, floor hockey, handball and baseball are some of the featured team sports. Other lead-up games and activities are introduced to reinforce skills taught for those sports and to add variety to the program. 

The Lower School program also focuses on fitness. A warm-up portion is a part of every class, including jogging, stretching, tabata’s, and strength-developing exercises. The boys learn about and gain appreciation for their bodies and how fitness relates to the activities of everyday life and long-term health. Students’ fitness levels are assessed throughout the year to be sure age-appropriate physical development is in place. At all levels, the values of teamwork, sportsmanship and student effort are stressed, as aspects of healthy competition. 

Kindergarten and Grade One

Kindergarten and Grade One classes begin with a warm-up activity including a jog, tag game, or cardiovascular exercises to elevate students’ heart rates and prepare them for physical activity. Warm-up routines and games also include strength-building exercises and stretches to improve flexibility. In movement education, students focus on body control, fine and gross motor coordination, space dynamics and group interaction. For skill development, students mainly practice the skills of throwing, catching, kicking and trapping, as well as striking, such as in baseball and hockey. Skills are introduced with instruction and demonstration, followed by individual practice, a drill reinforcing the skill, and finally an activity incorporating the skill. Students also practice the skills they have learned in game situations.

Grade Two

In Grade Two, students show emergence in combining movements and fundamental skills in order to possess skill sets for various sports. Boys begin to learn about teamwork and sportsmanship by participating on teams selected by the coaches. Games based on soccer, basketball, floor hockey and baseball are played following skill development drills. Activities based on other sports are also presented for variety and a greater understanding of sport themes.

Grades Three and Four

Athletic and movement skills continue to be presented and reinforced in Grades Three and Four. By this point, students begin to show proficiency in throwing, catching, kicking and striking. Boys learn about game strategy through teamwork, focusing on movement with and without the ball, body positioning, and different positions on teams. The students play various team games and are expected to incorporate appropriate strategies and skills. In Grade Four, boys are assigned to a floor hockey team and a wiffle ball team, and they participate in an intramural program designed to help them develop their teamwork skills.

Chess

Philosophy

Chess is an integral part of the Lower School curriculum, starting in Kindergarten and continuing through Grade Two. All students may continue chess at the extracurricular level through chess classes after school. Led by our Browning Head Chess Coach, a team of professional chess masters and instructors teach the fundamentals of the game, including various defensive and offensive strategies, in an environment that also focuses upon good gamesmanship. Throughout the year, events such as Family Chess Night and the Browning Rookie Tournament supplement the overall chess program. Furthermore, Browning has an active and enthusiastic chess team, and many students participate in local, state, and national tournaments every year.