Lower School
Educational Philosophy for Beginners - Primer
The pre-elementary years are a student’s introduction to the exciting process of intellectual discovery that is central to ESD’s mission. At the pre-elementary levels, confidence and self-esteem as well as intellectual development are best fostered by opportunities to play and engage in hands-on learning experiences that will prepare students for the academic challenges ahead. Beginner, Pre-Kindergarten, Kindergarten and Primer students explore the world around them through integrated units based on specific themes. Each unit of study weaves together concepts from language arts, math, science, social studies, art, and music and provides opportunities for children to build their academic and social skills. Pre-elementary students also participate in our Lower School global focus unit, which is integrated across the curriculum throughout the year.
All pre-elementary students attend daily chapel and participate in classroom discussions that relate to chapel themes. Spanish, music, physical education, and library classes are offered several times a week to extend and enrich the classroom experience.
Grading System
Families of pre-kindergarten through Primer students receive quarterly progress reports. Students receive grades in academics, work habits and behavior. We believe that the majority of students will fall in the "W = within expectations" range. However, students who show exceptional ability, skills or citizenship may earn an "A = above expectations" for their effort or work. Students working below expectations will earn a "B = below expectations." Family conferences are scheduled twice during the year as a time for the teacher and parents to share information about the student
Educational Philosophy for Grades One - Four
The elementary school provides a rigorous academic environment that also allows each child to develop his or her unique talents and abilities. The curriculum design is guided by the belief that active, hands-on experiences emphasizing the relationships among disciplines make learning most meaningful for young children. Learning experiences are organized to maintain continuity in learning and to ensure that the treatment of concepts grows in depth and complexity as the student develops. As they progress through lower school, students build a strong foundation in reading, writing, speaking, and listening; develop an understanding of numerical patters and relationships; explore the natural and physical world around them; and enhance their learning through the use of technology. We strive to design and implement a program that fosters intellectual curiosity, inspiring students to make connections, ask questions, think analytically and critically, and act with integrity.
Grading System
Episcopal School of Dallas operates on an academic semester calendar. Quarter grades are reported on a letter basis and are issued at the close of each quarter. The Grade Report provides an evaluation of the student's academic performance, effort, and behavior. Additional information is provided through the teacher's comments.
First, Second & Third Grade
A Above expectations, excellent progress
B Within expectations, satisfactory progress
C Below expectations, needs improvement
Fourth Grade
A 90-100
B 80-89
C 70-79
D 60-69
F below 60
