A curriculum rationale explains why we are teaching what we are teaching. It forms the philosophical basis for the curriculum, setting a tone and direction. While writing a rationale statement need not become onerous, the statement should be thoughtful and clearly written. You may want to introduce the concept of a subject rationale to your curriculum committee by saying something like: A mathematics (science, language arts, etc.) rationale reflects the "why" of the mathematics (science, language arts, etc.) program. A rationale includes statements about the nature of our students, our views of society, and our views of mathematics (science, language arts, etc.). It serves as a guide to the development of broad program goals, standards, student learning outcomes, and content. It is also a guide to the way we work with students in the classroom. Our rationale can be used to help explain to the public (parents) the nature of our education program. Discussing and reflecting on why we teach what we teach will help us sort out our individual positions; it will also help us know where we, as a group, agree and disagree. Some groups develop a rationale by using a list of belief statements about a particular subject area and then ranking them by importance. It normally takes from two to four hours for a group to develop a rationale statement that it can live with and support. Based on James E. Davis, Planning a Social Studies Program: Activities, Guidelines, Resources, Boulder, CO: Social Science Education Consortium, 1998. Prepared by K. Nolan, Sept., 2004.

It is the mission of the Country Day School fine arts department to promote a passion for the arts and an understanding of the value of the arts in encouraging communication through artistic expression, and also through integrating modern and traditional media and technology. We promote opening students to the aesthetic dimension in human experience, urging them to recognize perception, cognition, affect, and the imagination as ways of knowing. Through education in the visual arts, music, and drama, students are exposed to and develop a personal understanding of some of the basic building blocks of human society. These include order, self-discipline, harmony, balance, aesthetics, self-expression, and self-confidence. Students also become proficient in the use of instruments as tools. One of the roles of the fine arts is to encourage students to develop the right hemisphere of the brain. This brings to the forefront of their mental and social consciousness capacities such as the use of their imagination, the power of visualization, perceptual or spatial skills, creativity, intuition, and inventiveness. Students develop problem-solving skills and cultural awareness, which aid them, not only in the arts, but in academic subjects, resulting in stronger analytical and critical-thinking skills and a more profound approach to learning. A global perspective of multiculturalism is promoted in order to widen students’ horizons. They are also invited to develop a clear view of the arts as a source of enjoyment. Student development and progress are monitored through performance assessment, both formally and informally, by the teacher, as well as through self and peer assessment. Assessment serves to develop a sense of excellence in the student and consistent progress in order to work individually and in ensemble. The Country Day School fine arts curriculum is offered from pre kindergarten to twelfth grade, providing students with a well rounded experience that develops skills, creativity and knowledge, and provides a foundation for the later pursuit of careers in art, instrumental music, vocal music, or acting.

La enseñanza de un idioma extranjero es indispensable ya que adquiere gran relevancia en un mundo globalizado en donde los idiomas agilizan la comunicación en todos los ámbitos sociales. Un individuo que domina más de un idioma se beneficia en todos los aspectos de la vida: social, intelectual, laboral, cultural, etc. Aprender un idioma es un proceso que le da la oportunidad al estudiante de desarrollar la capacidad para aprender otras lenguas. También el aprendizaje de la lengua le facilitará posteriormente más y mejores oportunidades tanto de estudios superiores como en el campo profesional. Por la naturaleza de la institución que está conformada por una comunidad estudiantil internacional es que el CDS ofrece la oportunidad a los estudiantes de aprender un idioma a través de un currículo PK-12 estructurado por niveles.

Active and effective participation in society is based on the ability to speak, listen, view, read, and write with fluency, confidence, purpose, and enjoyment in a wide range of contexts. The study of English language arts encompasses a student's ability to use language appropriately and effectively, as well as his ability to use language as a means of learning in other areas of the curriculum. Through language use, students discover information, work through ideas, and expressthoughts and feelings. They learn how language works, and how to use it well. Learning about texts and language is important to the personal and social development of the individual. Students need to understand and control the English language to develop the competence and confidence needed to meet the demands of school, employment, and further education. The knowledge and skills of English are essential to people who contribute to political, social and cultural life and are active and informed citizens. The ability to appreciate literature written skillfully in English is a key part of developing the whole person—a lifelong reader and learner who is inspired to enjoy and perhaps even create art with words. In English language arts, students are actively involved in reading, viewing, writing, comparing, and talking about texts. Students are encouraged to explore, interact with, and appreciate a wide range of literature, and to take pleasure in using texts to explore ideas and to think critically about their community and the global community. Knowledge about how language functions and how it both reflects and shapes social attitudes assists students to achieve a better understanding of themselves, their cultures, and the world.

In today's world, "those who understand and can do Mathematics will have opportunities that others do not. Mathematical competence opens doors to productive futures while a lack of mathematical competence closes those doors "(NCTM).* All students deserve an opportunity to understand the power and beauty of Mathematics. In order for this to happen, students need rigorous, high quality curriculum and instruction. This must include "high expectations and strong support for all students" as well as coherent, focused activities presented effectively and based on the students' prior knowledge of mathematics (NCTM). The assessment strategies should support learning and produce useful feedback to help the teacher reflect on and analyze teaching methods. This task is of critical importance to the success of our students to provide them with the superior thinking skills necessary to fulfill their personal ambitions and career goals in this ever-changing world. *Quotes from the National Council of Teachers of Mathematics.

Physical education is an essential and integral part of the total education program at Country Day School. It makes significant contributions toward the achievement of desirable educational and health outcomes through the medium of physical activity. The Country Day School physical education program promotes the physical growth and development of children and youth while contributing to their general health and well-being. It is based on a planned sequence of experiences in a wide variety of activities beginning with basic movement skills and progressing toward complex sports, and other forms of movement. Ultimately, it should help young people keep physically fit and enjoy many forms of physical activity during the school years and continuing throughout life.

As pre-kindergarten through grade twelve science educators at the Country Day School, we have explored why and how we teach science at our manydifferent levels. As teachers we continually make adaptations in our own classrooms, but feel that the institution itself must have a coherent program of science study for students that connects and binds our different levels. Our role in this process is to guide, focus, challenge and encourage student learning at all stages of inquiry. In the classroom we strive to engage students actively in hands-on and experiential learning activities. We have found that eliciting and analyzing explanations from our students are useful ways to assess their achievement in the sciences. We educators not only look at the reoccurring themes of the physical, life, and earth sciences, but also at the history and nature of science, the unifying concepts and processes in science, the advance of science and technology, and the role science plays in personal and social perspectives. Additionally, we value a school-wide science program that extends beyond the walls of the campus to include the resources of our communities and Costa Rica.

Our preschool science program takes the child through the learning experience in a systematic way. In the early years, we help our young children understand themselves and their relationship with the surrounding world. These "findings" become part of the child's immediate worldview and a foundation for their future in scientific thinking. In the elementary years at Country Day School, we facilitate the growth of a child's natural curiosity towards science. We generate interest and knowledge of science as it relates to the world around us. We introduce our students to the process of scientific investigation and problem solving, as well as provide a foundation and opportunity to learn about scientific instruments, technological tools, and laboratory facilities. We integrate and connect science throughout our varied curriculum and create a learning environment that inspires the joy of discovery. As our students reach the middle school years, we believe that the study of science provides a natural means to discovery and explanation of a more complex world. It lays the foundation for a lifelong love of learning by stimulating interest, wonder, and curiosity.

Our program teaches and requires the use of problem solving skills that apply to other fields and to life situations in general. Such tools include, but are not limited to, the step-by-step process of the scientific method, critical thinking, data analysis, mathematical computation, reasoning, cooperative and independent research, experimental design, evaluation, and the creation and application of models and model systems. The study of science is pleasurable in the middle school; it inspires students, particularly those with natural abilities in this realm, to visualize a career within this field. Once students reach the high school, our goal as science educators is to help them experience the excitement of knowing about and understanding the natural world. Additionally, we want to foster their abilities to use appropriate scientific processes and principles in making personal decisions and to engage intelligently in public discourse and debate about matters of scientific and technological concern. As students develop and begin to understand the fundamental science concepts and processes in high school, their explanations become more sophisticated. Their work reflects a rich scientific knowledge base, evidence of logic, higher levels of analysis and greater tolerance of criticism and uncertainty. We hope that, ultimately, our students apply their knowledge, understanding, and skills to their careers outside of Country Day School. To this end, we believe that effective science teaching depends on the availability and organization of materials, equipment, media and technology. Additionally, we feel that understanding and doing inquiry are contingent on knowing concepts, principles, laws, and theories of the physical, life, and earth sciences. We expect our students to enter the adult world as scientifically literate individuals with the tools to analyze, interpret, and express their ideas about the pertinent issues they are sure to encounter.

The social studies are all about people and how they interact with each other and their world. Within the social studies, students gain knowledge about humans and the social world, skills that help them understand more about people and society, and attitudes that help them to participate in society more effectively. Country Day School social studies teachers believe that:

• Democratic values provide the basis for our society. Children should grow into effective citizens who have insight into themselves and others and have the skills to interact positively with each other.
• Children are growing up in an increasingly complex and fast-paced world. Knowing who they are, what they want to be, and how to make healthy decisions aids our students in dealing with these complexities.
• We live in a multicultural society. Celebrating diversity helps our students respect human dignity and equality.
• We live in an interdependent global society. Global understanding and the application of social science concepts help our students deal with rapid change.
• The social studies provide a strong vehicle through which students can develop the knowledge, skills, and attitudes to understand themselves and others as both individuals and as social beings.

Knowledge is acquired most efficiently when taught through themes and when students are assisted in finding relationships between themselves and different aspects of their social world.Common social studies themes:

• Time, continuity, and change
• Connections and conflicts
• People, places, and environments
• Culture
• Society and identity
• Governance and citizenship
• Production, distribution, and consumption
• Science, technology, and society

Students gain interpersonal, research, and critical thinking skills through a sequentially developed PreK-12 program that gives numerous opportunities to practice and apply four broad skills:

• Acquisition of information from a variety of sources
• Use of information for problem solving, decision making, and planning
• Development of skills in interpersonal relationships and social participation
• Promotion of civic participation

Country Day School students develop attitudes that help them to participate more effectively in their social interactions. Their personal growth is of utmost importance to social studies teachers. Among the attitudes of our students are:

• Respect for and celebration of diverse peoples and cultures
• Empowerment, a belief that problems can be solved and wrongs righted
• Tolerance for different beliefs and values
• Responsibility for the protection and conservation of humanity and its environments