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Our mission with the 2-year-olds is to provide every child with a quality early childhood experience. We strive to create a safe, nurturing and developmentally appropriate environment which fosters individual needs. Our staff views education as a partnership between parents and teachers. We believe it is essential to develop a good rapport with each child and parent based on open communication and mutual respect. We believe this is the foundation of a successful school experience. We believe in empowering children by offering them opportunities to make decisions and solve problems. It is our goal that children will possess confidence in their abilities and establish lasting relationships with teachers and peers. By offering an engaging curriculum, it is our aspiration that each child will develop a positive outlook towards school, a better appreciation of the world around them and acquire a life long love for learning Kabbalah and learning in general, during their time spent at KCA Early Childhood Center.
Our curriculum includes introduction to shapes and colors in English and Hebrew, counting from 1-10, and an introduction to both the alphabet and the Alef Bet. We also discuss the seasons, holidays and bible stories. Part of our curriculum is the teaching of the monthly Kabbalah themes.
During this school year we will be working with your child to become a more independent learner by following simple directions, sharing with their friends, and caring for themselves and those around them. Our classroom environment encourages our students to build their communication skills, self confidence and foster healthy relationships with others. Each child is assigned a symbol and everything is labeled with their name in English and Hebrew. The child begins to associate their name with their symbol and this promotes letter recognition. We also work to establish a basic understanding of numbers. Our students learn to count to twenty in both English and Hebrew, and we run special exercises that allow them to actually act out number reasoning. Each student uses their symbol to move from designated centers around the room, such as a book area, science center, etc. Only four symbols may be placed at each center at a time, so when a student approaches a center, he or she must figure out how many more symbols will fit, or if there are too many symbols already. This system allows our students to translate basic math concepts from a mental process into a tangible one, making the concepts easier to grasp. We want our students to learn through play and life experiences.
Inside the classroom, we facilitate learning through the following modalities: dancing, singing, center based activities, art work and a variety of games and activities. We also utilize California State approved curriculums to introduce and build a strong foundation in reading and writing (Pearson Language Arts), handwriting (Handwriting Without Tears), and mathematics (Everyday Mathematics).
This level is not about mastery but the introduction and awareness of the educational process and the tools they will need later in their academic careers as well as for their personal lives. We begin to have our own journals that allow an opportunity for handwriting practice.
At Kabbalah Childrens Academy, we have the opportunity to really reach the whole child, we integrate Kabbalah tools inside our daily routines and focus on monthly Kabbalah themes. We strive to create a critical thinker who cannot only thrive academically but also as a conscious human being.
We have the opportunity to also learn with technology, from the Smartboard that allows for a new way of receiving information, one that is faster and hands on. We also have the Waterford computer program, an age appropriate beginning reading program, which is a powerful tool which reinforces what we are learning in the classroom.
Kindergarten is a very important growing year in a childs educational career. This is the time when the fundamentals of learning all of those basic skills in both secular and Judaic studies are introduced to our students. As these foundations are built, we follow those developmental levels of growth as our guide as we create an environment where we can plant the seeds for a genuine love of learning.
First graders have spent the previous year learning the foundations of reading and are now ready to use their skills to learn about the world around them. As they practice reading skills, they discover that words have patterns. Once they can recognize the pattern, they can read more and more words. In doing so, students build vocabulary, and comprehension. This is then integrated into other parts of the curriculum.
Second grade is an empowering year because children become more proficient in language arts and math skills. They learn to read with more fluency and comprehension, achieve a deeper understanding of grammatical rules and continue to develop their writing skills using adjectives and verbs for fun stories. Additionally, students are introduced to the concept of a research paper as they explore topics in social studies and science. Math ability continues growing as students work on fractions, weights, temperatures, multiplication, division, and geometry to name a few concepts covered.
Students continue perfecting their skills as they begin to read, analyze and write about novels they read in class. Math concepts continue to be developed at a more challenging level of thinking. Additionally, students formally discover the world and its surrounding parts.
Reading is renamed to Literature as students refine their reading, writing, vocabulary and grammatical skills to include novels, book reports, and independent reading. Cursive is primarily used in students work. Math includes basic foundations of geometry, algebraic reasoning, decimals, metric measurement as well as continued practice on previously learned concepts. The social sciences are explored through physical, life and earth science topics. Students also learn about California history in an in-depth investigation.
Social Studies topics will be integrated into the English curriculum via research, reading and writing components.
Focus on U.S. History including:
General overview of:
The Mathematics program for the sixth, seventh, and eighth grade students is constructed to meet the individual needs of the students within those grades. The sixth grade students are using Every Day Mathematics. We have incorporated the Singapore Math Program in our seventh and eighth grade classes and we offer an Algebra 1 class to our Eighth Graders.
Focus on World History Part I including:
Focus on World History Part II including:
Focus on American History
All grade levels participate in an age appropriate physical class daily. We maintain a modified version of the Presidents Physical Fitness Program. Our Sports programs include volleyball and basketball as extra-curricular and as inter-scholastic activities. Our annual Sports Day is held at a local park where students are divided into teams.
Our students are offered various after-school programs. Dance, yoga, and various instrumental classes are available. Our school is very proud of our twice yearly productions which give the children the opportunity to show their musical and acting abilities.
Students are offered a variety of opportunities in the classroom and in the computer lab to interact with technology and to use computers as tools in their learning. Technology goals focus on helping students to be comfortable and proficient at using technology. Students in grades 2 to 8 come to the computer lab once a week for 45 minutes. Areas of learning include word processing, desktop publishing, Internet research skills, keyboarding skills, and computer aided instruction. Grades 2 to 5 come in an additional 90 minutes a week to use SuccessMaker, an educational application that provides personalized math and language arts instruction. Kindergarten and First grade use the Waterford program. Waterford provides personalized math and language arts instruction to younger grades.
We have Smartboards in every classroom. Smartboards help energize lessons and engage students. Teachers using Smartboards are able to integrate websites and computer applications into their lessons and classroom activities. Our primary goal is to provide each student with the basic technical skills necessary to succeed in their future endeavors.
It is important to understand that while typical Jewish studies are taught, Kabbalah Childrens Academy is open to anyone of any faith. The below subjects are taught as tools for spiritual growth rather than dogmatic religious concepts.
Over the course of the year, Elementary and Middle School students will work in seven main areas: Tfilah, Chumash (written Torah), Mishna/Talmud (Oral Torah), and Jewish Law, Prophets, Parshat HaShaua and Hebrew language. The curriculum is constructed as a ladder where each grade continues to the next step.
In addition to the typical, traditional interpretations of religious subject matter, each topic is taught with a Kabbalistic interpretation as well. This provides students with a deeper than typical approach to the Judaic studies.
Students daven (pray daily). Each class says selected tfilot (prayers) based on their grade level ability and understanding. Throughout the year, more and more tfilot are added. We incorporate the explanations of the tfilot so that students can be educated as to what they are saying, inspired by the meanings and ultimately pray with kavanah enthusiasm from the heart! As students grow, they are taught more and more how to pray with consciousness which is taken directly from the teachings of the Zohar.
By the end of the 8th grade students will:
Learn the books of Bereshit (Genesis), Shmot (Exodus), and Bmidbar (Numbers)
They will learn:
By the end of the 8th grade students will:
By the end of the 8th grade students will:
They will learn:
Beginning in 4th grade through 8th grade students learns Mishna (the Oral Torah), Navi (the Prophets) and Dinim (Jewish Laws and Observances). By the end of 8th grade students realize how the Oral Torah is connected with and relates to the Written Torah, and will learn how the Oral Torah was past down through the generations.
Students learn about the Torah portion of the week, extrapolating the values that are imparted in it. The learning is based on the students level of understanding. Relevance to daily life is stressed.
There are four skills of language that are taught Reading; Speaking; Writing; and Comprehension. Students learn these skills using texts based on various grade levels.
By the end of 8th grade students will:
The First grade curriculum teaches Torah through Jewish sources, stories, songs activities, etc. The students learn about Parshat HaShavua, Tfilah, Shabbat, Chagim (the Holidays), Mitzvot (Torah Precepts), and various other Jewish laws, customs and values in an age appropriate and developmentally appropriate level. All are geared to enhance a childs Jewish identity.
In second grade students learn those skills to recognize chapters and verses as an introduction to the Chumash (the Written Torah). They gain a general knowledge of the narrative, while becoming familiar with Pasukim (verses), vocabulary and roots of words.
In third grade students are introduced to and learn how to decode Rashi. Additionally, students continue working on Pasukim and vocabulary and story line of the Parshiot.
Beginning in the Fourth grade, students study Mishna/Talmud (Oral Torah), and Navi, (Prophets). Mishna/Talmud (Oral Torah) which interconnects with all of the other subjects taught for an enriching and inspiring the learning experience. By the end of the eighth grade, students will understand how the Oral Torah is connected with and relates to the Written Torah.
By understanding that we each make a difference in the world, students at the Kabbalah Childrens Academy learn to recognize, appreciate, and utilize their own unique gifts.
We provide children with tools to unlock their unique gifts, abilities, and inner-resources so that they may face the complexity of modern life happily and successfully. Our students are encouraged to develop self-awareness and self-control, to deal nonviolently with conflict, to communicate with others, to learn about personal dignity and honesty, to take initiative, and to build self-confidence and self-esteem.
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