Curriculum Detail

Discover Our Curriculum

Kindergarten

The primary assumption of the Kindergarten program is that learning is meaningful and long-lasting when it is based on a child's experiences, and when it arises from that which the child can understand. Our Kindergarten children are provided with opportunities to observe their world, gather information, and formulate conclusions in all academic disciplines.


The first year at Trinity is a crucial one in building self-confidence, independence and responsibility. Forming friendships, dealing with a variety of social situations, and discovering the joy and excitement of learning in a challenging but nurturing environment, are primary goals. Although a large body of measurable skills is acquired in Kindergarten, it is important to note that less tangible achievements are of equal value. Children grow in their commitment to tasks, learn to work independently, and learn to respect and appreciate the ideas of others. Not incidentally, they learn to navigate their way through the school with assurance.

  • Language Arts, Kindergarten

    The language arts program provides rich and varied experiences in each of the four interrelated language skills: listening, speaking, writing and reading. We recognize that there are many ways in which children learn how to read. Our program builds on what the children already know about oral and written language and takes into account each child's learning style, interests, motivation and level of maturation. Carefully structured activities involve the children in functional language experiences and provide opportunities for literacy development in a stimulating and non-pressured way.

    Creative dramatics, block building, "sharing time", and outdoor play are some of the ways Kindergartners learn to formulate ideas and communicate with increasing confidence, clarity and richness of vocabulary. Critical thinking is expanded through guided group discussions and informal questioning, as is the ability to make associations, sort through details, and focus on the main idea. Placing labels around the room, having the children make lists and charts, and providing time for writing and reading messages and letters demonstrate to Kindergartners that language is purposeful. Daily story time develops children's appreciation of books and learning, while increasing comprehension and providing exposure to varied language patterns, vocabulary and writing styles. Group readings of enlarged print books (Big Books) sharpen auditory discrimination skills, help develop phonic awareness and a sight vocabulary and direct children's attention to more complex reading strategies related to comprehension. Classrooms are well equipped with stimulating material for independent reading at various levels. Games and activities offer practice for memory development, phonics, visual perception, auditory discrimination and motor skills.

    We also provide the children with daily opportunities to express themselves on paper. This may take the form of a picture that tells a story or it may include letters, partial words, or full words, depending on a student’s readiness. The continuum of skills is appropriately wide at this stage. With practice, the children become increasingly independent and comfortable experimenting with language and constructing rules of spelling in the context of their own interests and experiences. Kindergarteners are taught the correct formation of all the letters, based on a phonics program called Wilson Fundations, which continues through third grade. Our ultimate goal for Trinity students is to develop, and maintain, a love of reading.

  • Language Arts, Kindergarten

    The language arts program provides rich and varied experiences in each of the four interrelated language skills: listening, speaking, writing and reading. We recognize that there are many ways in which children learn how to read. Our program builds on what the children already know about oral and written language and takes into account each child's learning style, interests, motivation and level of maturation. Carefully structured activities involve the children in functional language experiences and provide opportunities for literacy development in a stimulating and non-pressured way.

    Creative dramatics, block building, "sharing time", and outdoor play are some of the ways Kindergartners learn to formulate ideas and communicate with increasing confidence, clarity and richness of vocabulary. Critical thinking is expanded through guided group discussions and informal questioning, as is the ability to make associations, sort through details, and focus on the main idea. Placing labels around the room, having the children make lists and charts, and providing time for writing and reading messages and letters demonstrate to Kindergartners that language is purposeful. Daily story time develops children's appreciation of books and learning, while increasing comprehension and providing exposure to varied language patterns, vocabulary and writing styles. Group readings of enlarged print books (Big Books) sharpen auditory discrimination skills, help develop phonic awareness and a sight vocabulary and direct children's attention to more complex reading strategies related to comprehension. Classrooms are well equipped with stimulating material for independent reading at various levels. Games and activities offer practice for memory development, phonics, visual perception, auditory discrimination and motor skills.

    We also provide the children with daily opportunities to express themselves on paper. This may take the form of a picture that tells a story or it may include letters, partial words, or full words, depending on a student’s readiness. The continuum of skills is appropriately wide at this stage. With practice, the children become increasingly independent and comfortable experimenting with language and constructing rules of spelling in the context of their own interests and experiences. Kindergarteners are taught the correct formation of all the letters, based on a phonics program called Wilson Fundations, which continues through third grade. Our ultimate goal for Trinity students is to develop, and maintain, a love of reading.

  • Mathematics, Kindergarten

    The mathematics program provides experiences for students to use materials that allow them to explore, formulate, test, discuss, and construct numerical concepts. Students come to see the usefulness of math and its relevance to everyday situations through a wide variety of activities suited to their age, readiness and interests. Materials used include Cuisenaire rods, unifix-cubes, geo-boards, pattern-blocks and attribute blocks, iPads, as well as other everyday objects.

    Children address challenging practical problems and are introduced to concepts in the following areas: numbers, one-to-one correspondence, attributes and sets, numeral reading and writing, classification, comparisons, measurement, geometry, spatial perspective and relations, and place value. They are also introduced to the concepts of equality, addition, and subtraction, and to the symbols used to communicate this information. Children continuously strengthen their skills in estimating, making connections, discovering and creating patterns. These skills help to develop the logical and the flexible thinking needed in problem-solving.

  • Social Studies, Kindergarten

    The basis of our social studies program is the idea that conversations and exploration stimulate children's curiosity about the world around them. The overall topics of study—Basic Needs and Identity—are meaningful and directly relevant to Kindergarten children.

    The social studies program forms the core of the entire Kindergarten curriculum, integrating language arts, mathematics, science and the arts. For instance, when we focus on how people need food to survive, we might take class trips to a farm, a local restaurant, and an apple orchard. Related class activities may include the following: discussions about where our food comes from and how farmers grow produce, the relationship between cultures and the foods eaten by people around the world, the ethnic makeup of our classes and sharing of family food traditions, mathematical comparisons of the weight of apples and pumpkins, an interview with a store manager, art projects that encourage creativity and develop fine motor abilities, cooking projects that provide experiences with measurement and also build skills in cooperative decision making.   Just as important, our students become confident in their ability to research, try out ideas, share ideas and pursue curiosities, and accomplish challenging tasks. Creativity and curiosity are encouraged and fostered.

    While the acquisition of new knowledge is important, our program is primarily oriented around the development of concepts, such as the idea that there are similarities and differences among people everywhere, that they are interdependent, and that they are responsible for their environment. Through a combination of field trips, guest visitors, books, discussions and hands-on activities, the classes explore the elements that make up our social existence.

    The Kindergarten social studies curriculum also examines an individual’s identity and how it is shaped by one’s interests, experiences, beliefs, customs, families, and environment. Identities are fluid; they are always changing and transcending. There is a large focus on individuality and core values; some values explored are respect, courage, collaboration, gratitude, consideration, and honesty. Through stories, class discussions, games, role-playing, and reflection, Kindergarten discussions delve into each student’s perception of these value as well as the impact our actions have on others and the community in which we live and learn. As a school that values social awareness and justice, Trinity Kindergarteners are also exposed to the terms ally and advocate, along with introductory discussions about the terms stereotype, ethnicity, and race. These terms are explored on a multi-faceted and age-appropriate level. As students progress through the Lower School, they will discover and learn deeper and more complex understandings about the meaning and significance behind such powerful words.

  • Social Studies, Kindergarten

    The basis of our social studies program is the idea that conversations and exploration stimulate children's curiosity about the world around them. The overall topics of study—Basic Needs and Identity—are meaningful and directly relevant to Kindergarten children.

    The social studies program forms the core of the entire Kindergarten curriculum, integrating language arts, mathematics, science and the arts. For instance, when we focus on how people need food to survive, we might take class trips to a farm, a local restaurant, and an apple orchard. Related class activities may include the following: discussions about where our food comes from and how farmers grow produce, the relationship between cultures and the foods eaten by people around the world, the ethnic makeup of our classes and sharing of family food traditions, mathematical comparisons of the weight of apples and pumpkins, an interview with a store manager, art projects that encourage creativity and develop fine motor abilities, cooking projects that provide experiences with measurement and also build skills in cooperative decision making.   Just as important, our students become confident in their ability to research, try out ideas, share ideas and pursue curiosities, and accomplish challenging tasks. Creativity and curiosity are encouraged and fostered.

    While the acquisition of new knowledge is important, our program is primarily oriented around the development of concepts, such as the idea that there are similarities and differences among people everywhere, that they are interdependent, and that they are responsible for their environment. Through a combination of field trips, guest visitors, books, discussions and hands-on activities, the classes explore the elements that make up our social existence.

    The Kindergarten social studies curriculum also examines an individual’s identity and how it is shaped by one’s interests, experiences, beliefs, customs, families, and environment. Identities are fluid; they are always changing and transcending. There is a large focus on individuality and core values; some values explored are respect, courage, collaboration, gratitude, consideration, and honesty. Through stories, class discussions, games, role-playing, and reflection, Kindergarten discussions delve into each student’s perception of these value as well as the impact our actions have on others and the community in which we live and learn. As a school that values social awareness and justice, Trinity Kindergarteners are also exposed to the terms ally and advocate, along with introductory discussions about the terms stereotype, ethnicity, and race. These terms are explored on a multi-faceted and age-appropriate level. As students progress through the Lower School, they will discover and learn deeper and more complex understandings about the meaning and significance behind such powerful words.

  • Science, Kindergarten

    At Trinity, even our youngest students begin to learn science by doing science. Students meet in half groups once per seven day cycle and perform a sequence of hands-on inquiry based projects chosen to complement the themes of “Basic Needs and Identity” from the Kindergarten Social Studies program.

    As natural investigators, Kindergarteners devise questions, make predictions, and offer explanations for observed phenomena. Organized around the concepts of Earth, Air, and Water, the children test their ideas through experimentation. Self-expression and the ability to communicate their ideas to one another as they learn are central to their exploration of both scientific concept and material.

    Earth
    The children are introduced to animals that live in soil. Bess Beetles are analyzed for their ability to complete strength tests and climb ramps with different textures. Red Wiggler worms are studied within their habitat of the Lower School Science Compost Bin. Kindergarten scientists build structures of varying materials in order to see which will be able to withstand an “earthquake” shake table.

    Air
    The children are introduced to the properties of air as well as the concepts of gravity, lift, thrust, and drag when studying the physics of flight. As part of an engineering design challenge, Kindergarten scientists build and launch stomp rockets. The properties of sound and light are introduced within the context of air as a medium.

    Water
    The children are introduced to the different properties and states of water, the water cycle, the importance of the conservation of water as a natural resource, animals that live in water (such as interactions with a crayfish) and buoyancy.

  • Spanish, Kindergarten

    The Kindergarten Spanish program is based on FLES (Foreign Language in the Elementary School) in which students develop new language skills in the context of authentic situations through the target language (Spanish). To develop proficiency, children learn Spanish using immersion methodology. It is essential for us at Trinity to offer multiple opportunities to interact and orally produce the second language; this is why we divide each Kindergarten group in half.
     
    The foundation of our curriculum is based on backwards design (Wiggins and McTighe) which focuses on standards, enduring understandings and performance assessments. We teach through thematic units inspired by the Kindergarten Social Studies curriculum and we focus on teaching phrases and practicing sentences in relevant contexts. Instilling a love of Spanish and Hispanic socio-cultures is an important goal of our program. 
     
    In Kindergarten, Mexico is the country of focus, and students explore the various symbols, food, music, traditions, influential activists and geography of this vibrant country. Our lessons incorporate games, songs and stories into fun learning experiences.
     
    The goals of our program are to develop our students’ language proficiency and instill in them a love for Spanish and a curiosity about other cultures.

  • Technology, Kindergarten

    The youngest students work in the technology lab and the classroom in small groups. Students are introduced to a variety of educational software exploring literacy, mathematics, pattern recognition and logical thinking. Additionally, students begin exploring robotics with Bee Bots.

  • Art, Kindergarten

    Kindergarten art is as much about building skills as it is about creative expression. Students are introduced to the fundamentals of art and basic color theory. The students meet once a cycle. Each class has ten students that meet for a semester and rotate between two different stations. Students experiment with paint, pencils, charcoal, pastels, watercolors, collage, fabric and other media. Each station is designed to engage students with a new artistic skill and has a special emphasis on color, line, shape and texture. Students are introduced to different techniques, encouraging them to use their imagination and to embrace the dynamic process of making.

  • Music, Kindergarten

    The Kindergarten music curriculum invites children to respond to music through songs, rhymes, games, instruments, and dances. An extensive music library provides materials drawn from many different cultures. All activities help the children experience the elements of music - rhythm, melody, tempo, dynamics, texture and form. As musical awareness grows, the students develop a sense of pride in making ensemble experiences successful. Kindergarten music classes meet twice a week for thirty minutes.

  • Library, Kindergarten

    Trinity School has one of the largest elementary school libraries in the city. The environment of the library is warm and inviting, and it is laid out with the needs of young children in mind. The Grades K-2 library shelves are filled with collections of picture books, easy-to-read books, short novels and easy non-fiction. Fiction and non-fiction books for Grades 3-6 are also plentiful. There are also reference, biography, and a professional collection for faculty and parents. Computer databases provide additional reference information for research projects. The library houses a large collection of DVDs, videos, and books on tape.
    Every K-2 class comes to the library during a scheduled library period.   In K-2, the librarians spend the first portion of each period engaging the children in some form of whole-class reading activity. These activities may include reading stories of general or particular interest (depending on the time of year, the needs of individual classes, etc.), or book talks and presentations of new acquisitions.
    The library program includes celebrations of themes presented at various times throughout the academic year. These may take the form of book and art displays, library assemblies, or visits from authors, storytellers and performers from around the world. Each year in late May the library hosts a "Paperback Book Fair for Summer Reading". The librarians also prepare suggested reading lists for each grade level.

  • Physical Education & Fitness, Kindergarten

    The Lower School Physical Education & Fitness program is designed to keep students active and involved in physical activity. We aim to foster enjoyment in activity, enhance socialization skills, and to build a conceptual knowledge of movement, fitness and sport skills. All Lower School children participate in Physical Education & Fitness classes in small groups.
139 West 91st Street | New York, NY 10024-1326 | (212) 873-1650
Located on the Upper West Side of New York City, Trinity School is a college preparatory, coeducational independent school for grades K-12. Since 1709, Trinity has provided a world-class education to its students with rigorous academics and outstanding programs in athletics, the arts, peer leadership, and global travel.