Our bi-lingual language arts curriculum at GIS covers Reading, Grammar, Writing Composition, Spelling, Language, Listening, Speaking, and Penmanship in both English and Spanish. We will use Reading A-Z in both languages; this includes alphabet instruction, phonemic awareness, and leveled readers. Our phonics, vocabulary, and spelling instruction will follow the Words their Way method which allows each child to buy term papers and understand language in their own manner and improvement relies heavily on teacher modeling rather than a simplified right or wrong correction. This helps to nurture the student and guide them rather than identifying their work as right or wrong. Our writing program will focus on Zane-Bloser style print until the Third Grade when we introduce Zane-Bloser style cursive. Our bi-lingual language arts program is designed to teach children through a balance of direct systematic instruction, the development of language skills through poetry, songs, individual and group reading, book projects and careful individual attention to differing skill levels to generate a balanced Language Arts program.
Our mathematics program provides a balanced approach in developing proficiency in age appropriate math skills and concepts. Mathematics is an active, investigative process that involves children on a physical, cognitive, and emotional level. With the Adaptive Math Program a hands-on approach will stimulate curiosity about math and help develop an understanding of the importance of math in society and taught as a life time skill. Children are made aware of the usefulness of mathematics and how it relates to their daily lives. Mathematical concepts are taught evolving from concrete facts to pictorial representation to abstract ideas so the child will attain computation and critical-thinking skills in a way that is relevant to children. The math program maximizes each student’s potential through explanation, modeling and awareness to promote the most rewarding experience. The program objectives are for all students to know basic concepts of mathematical processes and apply these concepts and principles to new situations and in problem solving by accessing prior knowledge.
Our Social Studies program uses facts, concepts, generalizations, and moral and value instruction to promote responsible citizenship. Students bring personal ideas, attitudes, and skills into the classroom. They share common experiences and similarities, mature in similar growth patterns, and share their common and unique cultural experiences. The Social Studies education provides students with the opportunity to study their expanding environment from their own families to the diverse cultures of the world. Therefore, children develop interpersonal skills and knowledge which helps them interact and communicate with their peers as well as develop the resourcefulness needed to participate in our global community.
The goal of the science program at Granada International School is to encourage the development of scientific thought in each student. Children are born investigators. They need to be given opportunity to carry out scientific investigations and develop explanations about the world based on evidence discovered from their work.
Inherent in our curriculum is the goal of cultivating in our students the personal characteristics of good scientists. We hope they will become curious, critical thinkers, intelligently observing of the world around them. We will guide them to become scientifically literate citizens in an increasingly technological world.
The science program at GIS strives to increase each child’s knowledge and understanding of our wondrously varied world, the interrelationships of things, and the child’s place in all of it. Through hands-on activities, experiments, and group and individual investigation we hope to instill in our students the curiosity and the skills to question, explore, and understand their world.
Our art curriculum is taught so that each student shall benefit from varied art experiences in a variety of traditional subjects. To the art student, art education should bring an eagerness to create, an enthusiasm to participate and a satisfaction of achievement, while providing freedom for the child to use his own mode of expression. Art is a complex discipline composed of numerous elements, principles and skills that can and should be taught in ways appropriate to a child’s cognitive stage and physical abilities.
Music is an integral part of a child’s development, helping their reading skills and verbal skills by improving concentration, memory and self-expression. Listening to music at any age taps directly into our innate pleasure systems, activating euphoria-inducing brain regions. Our music classes start with the recorder, and as the child progresses, other instruments are taught according to the child’s abilities and preferences.
Our primary school students receive formal computer classes once per week but are able to use the computers for classroom projects and research as it pertains to their studies. Educational games are used to reinforce ideas and motivate the students to learn.