Academics - More Detail

Child-Centered Curriculum

EMS carefully plans its program to teach and maintain the highest academic standards for its students within a Christian setting. Developmentally appropriate practices are employed at all levels and "best practices" e.g. thematic lessons, shared learning, cooperative learning and scaffolding are incorporated into lessons and utilized in order to effectively provide academic excellence.

In This Section

Throughout the curriculum, primary emphasis is placed on providing each child with a strong academic base in reading, language arts, spelling, mathematics, history and the natural sciences. Computer applications, physical education, Spanish, music and art classes are all integral parts of the program.

During our annual review of our program, the faculty and staff reaffirmed our assumptions about learning and child development. At EMS we believe:

  • Children learn best when they feel safe and secure;
  • Children learn through play;
  • Children learn through social interaction;
  • Children learn best when their physical needs are met;
  • Children construct knowledge through repeated experiences and experimentation;
  • Learning occurs in cycles moving from awareness to utilization;
  • Children learn and develop by individual variation;
  • Interest and need to know motivate learning.

Curriculum content is designed to achieve long-range goals for children in all domains-social, emotional, cognitive, and physical- and to prepare children to function as fully contributing members of society; The curriculum addresses the development of knowledge and understanding, processes and skills, dispositions and attitudes. EMS’s curriculum addresses a broad range of content that is challenging, relevant, engaging, and meaningful to children. Curriculum goals are realistic and attainable for most children in the designated age range for which they were designed. Curriculum content reflects and is generated by the needs and interest of individual children within each grade level. The curriculum incorporates a wide variety of learning experiences, materials and equipment, and instructional strategies, to accommodate a broad range of children’s individual differences in prior experience, maturation rates, styles of learning, needs, and interest.

Students with special education needs are diagnosed by qualified personnel who are usually not associated with the school. EMS utilizes the services of KISD’s special education program and/or Beverly Cash, and independent diagnostician and dyslexia specialist. Once the assessment phase is completed, the school strives to comply with and all recommendations made by these professionals. All students, including gifted students, benefit from our small classes, our enrichment programs, and a curriculum that is flexible so that teachers can adapt to individual children. The curriculum suggests alternatives as well as assumes that teachers will use their own professional judgment.

Curriculum Overview

Blended Learning

EMS implemented Blended Learning in the fall of 2016 as a means of increasing student engagement and facilitating learning. Blended learning is learning in a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. Blended Learning is much more than placing technology in the classroom or providing access for students to use technology at home. Rather, Blended Learning is a formal education program that allows schools to restructure traditional models and provide data-driven and personalized instruction that in turn improves learner outcomes. Blended Learning uses online and/or digital media not just to supplement but also to transform and improve the learning process through personalized and competency-based learning to create a student-centered learning system.

Blended Learning literally combines teacher directed (small groups or face to face) learning, Online learning, and on-going Formative Feedback to create a Self Paced Learning environment. One of the most researched and empirically sound strategies in teaching and learning is the value of formative feedback. Formative feedback involves both students and teachers making use of evidence by adapting teaching activities based on the results. Personalized learning based on assessment results is a fundamental principle of Blended Learning. Because the whole process involves the teacher, via formative assessment, determining a student’s strength and weaknesses, and mapping instruction to address what’s missing, teachers are able to teach to the individual child rather than to the middle of a bell curve.