A progressive development of concepts comes through the active use of hands-on materials and internalizing the mathematical processes involved. Actually showing these processes on paper comes as a last step in the sequence. Moving from the hands-on experience to abstract understanding, the curriculum introduces and the classroom allows exploration in addition, subtraction, multiplication and division; word problems; multiples and factors; fractions; decimals; squaring and cubing; measurement and geometry. They also work with square root, cube root, ratio and proportion, powers of numbers, algebra, negative numbers and non-decimal bases. The students work toward mastery of concepts at their own pace.

Language work consists of sentence analysis; parts of speech; word study; creative and expository writing; silent reading; researching topics; orally presenting information; library use; and reading and listening to poetry, literature and other works. Language activities are often integrated with other subjects and reflect the students’ interests.

Study begins with the fascinating story of the origin of the universe and our own world. It continues with investigation of developing life and the profound role of humans on the Earth. It may include aspects of prehistoric human activity and development of early civilizations and cultures, as well as more recent ones. Study may also include aspects of our own society and its local and national history. Seeing how humans in different times, cultures and places on earth have met their basic physical and spiritual needs helps us appreciate what the past has to offer. Students come to see that they too have a place in the story of what people do and accomplish.

Students learn about plants and animals by looking at their needs, parts and the function of those parts. The effects of environmental conditions and their role in ecosystems are studied. Details of the various aspects of plants and animals are explored. Classification is introduced as a way of ordering the amazing variety we observe and as a further development of thinking in terms of logical relationships. The physical geography of the earth is studied, including basic land and water forms, the composition of the earth, plate tectonics and continental drift, erosion, effects of the relationship between the sun and earth, and the atmosphere and its dynamics. Political and economic geography is also studied. Beginning study of chemistry, physical phenomena, and astronomy are undertaken, using experience-based methods. Possibilities for further exploration are provided by opportunities to participate in an annual science fair.

Students are encouraged to use various media to express themselves in their work in all areas of the curriculum. Lessons in the history and use of different media and techniques are offered on a regular basis. Projects focus on opportunities for individual development. Working in this way helps the child to appreciate her own creative abilities and skills, to develop a basis for esthetic judgment, and to become more aware and appreciative of varied media and works of art.

Children are offered opportunities to explore the history of music, the writers of music and music’s form; to compose their own work and transpose others’ work; to enjoy and experience music through listening, singing, dance, the use of rhythm instruments and performance.

Computers are a part of our society. They are available as tools so that the students have opportunities to become familiar with them and to develop skill in their use. However, they are not a substitute for active learning, so their use at this age is limited. The students learn keyboarding and word processing and have resource software available. Students may learn the parts of computers and various accessories, such as printers and modems. Access to the Internet allows them to extend their research beyond locally available resources. LCMCS also conducts state-required standardized testing via the OAKS online service.

Developing the physical self involves aspects of coordination and control, muscle strengthening, endurance and self-confidence. These aspects may be developed through use of playground and obstacle course equipment; nature walks; gardening activities; dance sessions; organized and informal sports activities; and special outings. Group activities stress group learning, cooperation and having fun together. Skills and techniques are taught and learned in a non-competitive atmosphere.

Students will take part in activities that help to develop an ecological perspective on life and a sense of responsibility for our environment. These activities help increase awareness and conceptual understanding of the natural world and a sense of belonging in the outdoors. Group experiences and time for individual reflection provide opportunities for better appreciation of our place in the world. Field trips, nature walks, gardening activities, animal and plant observation activities, raising salmon and trout fry, and other activities all work to this end.

There are times when a student or small group of classmates find that the classroom environment does not provide all that is needed to follow interests. A student may need to talk to someone who can give expert advice regarding environmental law, or need information that can be found in a college library. The students may need to get materials from a hardware store. Whatever the need or interest, there is a place in the world outside the classroom where information or materials can be found. With preparation, planning and practice, the student goes out in a supported (specially chaperoned) way into the larger world of the community to get what is needed to accomplish the task at hand. Acting in the larger society in a supported, purposeful way allows the students to see the roles others play and to see themselves in relation to the world. Going out is an incremental process of developing the forethought, consideration, skills and self-confidence necessary to be a capable and responsible member of society.