Arts
The arts curriculum encourages the development of creative skills; the ability to see and think through relationships of color, perspective, and aesthetics; and the capacity for individual expression through various artistic media, music and drama. Experiences in visual art, drama, music, home arts, and integrated computer technology are offered throughout K-8.


General music and art are taught in all District 67 schools. Students in grades K-4 have music and art at scheduled weekly times throughout the school year. Students in grades 5 and 6 have music, art, drama, and integrated computer technology weekly on a semester rotation. Students in grades 7 and 8 can select courses from the areas of visual art, music, drama, home arts, and integrated computer technology. These students will have daily instruction in the encore courses they select on a trimester rotation.

 

Group instruction in instrumental music begins in grade four with string instruments and grade five with band instruments. Students receive weekly groups lessons and weekly full ensemble rehearsals in grades 4 and 5. Students in grades 6-8 receive weekly group lessons and daily ensemble rehearsals. A letter giving details of both the band and orchestra program is sent to all parents in the spring. Chorus is offered as a before or after school self-funded program in grades 4 and 5. In grades 6-8, chorus is offered during the school day.

 

There are many opportunities for additional arts' experiences for students before and after school through self-funded programs such as Brainstormers, and through school-sponsored activities. They include jazz bands, show choirs, strolling strings, brass ensembles, woodwind ensembles, wind ensembles, string ensembles, etc.

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Information Literacy Program
The Information Literacy Program plays a critical role in teaching and learning activities.   It is integrated into the curriculum serving the school's educational goals and objectives by providing access to information and ideas for the entire school community.

 

Primary students in Kindergarten through fourth grade receive instruction in the effective use of information tools. The foundational skills for understanding how to effectively access, utilize and manipulate information are developed. This instruction occurs as a part of an overall integrated process. The information skills taught directly relate to content area curriculum and to classroom assignments. Students in grades 5-8 utilize and refine their information access skills as well as further developing the skills of evaluating, synthesizing, and presenting information. Grade 5-8 information skill activities occur through collaborative lessons taught by the media specialist and/or the classroom teacher.

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Language Arts
Language arts is the integration of thinking, listening, speaking, reading, and writing components viewed as a developmental continuum of skills with increasing complexity. Our language arts curriculum is a vehicle to prepare students to be effective and reflective communicators for the 21st Century. Our language arts curriculum beliefs are:

  1. Language acquisition is a natural developmental process.
  2. Language learning is a process which occurs at different rates and in a variety of ways.
  3. Language growth is facilitated by a nurturing environment that encourages risk-taking.
  4. Language development requires thinking.
  5. Thinking is a process which takes time.
  6. Technology is an essential tool for promoting effective communicators.
  7. Language provides a foundation for success across the curriculum.
  8. Language skills are enhanced through an interdisciplinary approach.
  9. Integration of all language arts components promotes the development of language skills.
  10. Integrated language instruction is taught within a meaningful context.
  11. Interactive settings promote the development of language skills.
  12. Language arts instruction is the process by which students become effective communicators.

 

Thinking
Language and thought develop simultaneously. Engaging students in a variety of thinking processes empowers them to become active inquirers, experimenters, and problem-solvers. Students will be able to use language as a tool for developing awareness and monitoring of their thinking.


Listening
Listening skills include processing and memory. The formation of strong listening skills is the basis of comprehension and retention in all areas of the curriculum. Listening parallels the thinking processes required for active reading, speaking, and writing. Active listening is a significant component of effective communication which includes the interpretation of both verbal and non-verbal cues. The active listener reflects upon ideas, values opinions of others, and evaluates message content.

 

Reading
Beginning in Kindergarten and extending through grade 2, District 67 reading curriculum promotes reading instruction through four blocks: guided reading, shared reading, working with words, and writing. Children are individually monitored and guided through progressively more complex texts and skills to foster comprehension and meaningful reading experiences. The focus of reading instruction in grade 3 promotes reading instruction using three blocks. Grades 4 and 5 continue to emphasize reading skills and begin moving children into the focus of the upper grades which is analysis and personal response, and the study of literary works related by theme, genre, author, and/or historical period.

 

Oral Language
The development of oral language skills includes competence in verbal and non-verbal communication. Language and thought develop concurrently; therefore competence in verbal skills promotes the development of higher-level thinking. Students develop skills in oral language through both formal and informal opportunities, demonstrating an awareness of their audience. Oral language is intrinsically linked to the learning process and is based upon the development of higher order thinking skills across the curriculum.

 

Writing
The District 67 writing curriculum encourages writing with a purpose, while promoting enjoyment of writing, and providing motivation to become lifelong writers. Writing is an expression of thought viewed as a process, which includes thinking, pre-writing, drafting, revising, evaluating, and sharing. Skill development is emphasized within a written context. Writing enables students to organize their thoughts and ideas and to communicate effectively with others. Through ongoing exploration of the writing process learners  develop  imagination and self-expression as they refine their skills in writing for a variety of purposes and audiences. The writing process is enhanced and supported in all curricular areas.

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Mathematics
Mathematics provides essential problem-solving tools applicable to a range of scientific disciplines, business, and everyday situations. Mathematics is the language of quantification and logic; its elements are symbols, structures, and shapes. It enables people to understand and use facts, definitions, and symbols in a coherent and systematic way in order to reason deductively and to solve problems. We believe that math is:

  1. The study of patterns, relationships, and quantitative symbols.
  2. A symbolic language communicating concepts.
  3. A process of creative and critical thinking.
  4. A hierarchy of skills, concepts, and strategies utilized in theoretical and real-life situations.
  5. The manipulation of data, materials, technology, and strategies to solve problems.
  6. An integral part of all other disciplines.

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Science
Curiosity encourages inquiry; inquiry leads to knowledge. Both are equally valued. A quality science education provides structure and substance to the inquiry, and focus to the curiosity. One gains knowledge, acquires concepts, and develops ways of thinking, which provides the basis for understanding our world and how it works. Science education empowers students to make wise and ethical decisions for their future and the future of our society. Our science curriculum beliefs are:

  1. Science, math and technology are interdependent and affect our daily lives.
  2. Science instruction should be based on a vertical, spiraling K-8 curriculum.
  3. Science concepts should be integrated within all science disciplines.
  4. Exemplary science instruction should encourage students to raise questions, investigate phenomena, and search for answers.
  5. Exemplary science instruction encompasses core science concepts, processes, and attitudes.
  6. Science instruction should be provocative, challenging, enticing, and empowering.
  7. Science should utilize previous study as building blocks.
  8. Scientific literacy includes the ability to read and evaluate scientific literature and the ability to communicate about science both orally and in writing.

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Social Studies
Social studies is the integrated study of the social sciences and humanities which promotes civic awareness and competence. It honors diversity while simultaneously developing the cohesion necessary to sustain and nurture a democratic society in an interdependent world. Social studies provides opportunities to interact with others while acquiring the knowledge and skills to solve problems and to make informed and reasoned decisions for one's self as well as for the public good. Our social studies curriculum beliefs are:

  1. Social studies instruction leads to a better understanding of self and place in local and global communities.
  2. Optimum social studies instruction occurs when the student actively participates in the learning process.
  3. Social studies instruction must be interactive and promote social skills, cooperation, decision making, and problem solving.
  4. Social studies instruction is most effective when integrated with other curricular areas, particularly at the K-4 level.
  5. Social studies is a community-building experience that fosters respect for the fundamental human dignity that underlies all cultures and societies.
  6. Social studies promotes civic competence by developing both the participation skills and sense of individual responsibility for civic involvement.
  7. Social studies enables students to make connections such as:
    a.   past, present, and future
    b.   time and space
    c.   cause and effect
    d.   society and environment

 

Eight themes for social studies have been identified based upon the standards established by the National Council for Social Studies. These include: 1) Culture; 2) Global Connections; 3) Production, Distribution and Consumption; 4) Individuals, Groups and Institutions; 5) People, Places and the Environment; 6) Time, Continuity and Change; 7) Power, Authority and Governance; and 8) Civic Institutions and Practices.

 

In conjunction with these themes, social studies will include the development of skills such as expository, persuasive and analytical writing, map interpretation, the reading of charts and graphs, critical thinking, decision-making, and citizenship. Grades seven and eight are working on a two-year world history sequence with American history integrated into the program.

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Technology
Technology Integration
In District 67 we believe that technology is a powerful tool for teaching and learning, essential in our effort to prepare students for success in the 21st century. We intend its use to be integrated into and supportive of every curriculum at all levels of instruction. Three technology coaches work across the district to support teachers in integrating contemporary technology into instruction and assessment.

 

Our goal is to develop in our students, through the use of technology; problem solving skills, effective communications skills, the ability to engage in in-depth individual academic exploration, and an understanding of how to effectively access, evaluate, utilize and manipulate information.


In order to provide students access to their work from any classroom all computers are networked and students are encouraged to save their work on network servers. Networking also provides the means for information and communications to flow between classrooms, between buildings, and between District 67 and the world. 

      

Technology Literacy
Technology literacy is the process of teaching about the computer and other technologies to develop within students the technology skills needed to effectively make use of technology in other curricular areas.

Primary students in Kindergarten through fourth grade receive instruction in the effective use of information tools. This instruction occurs as a part of an overall integrated process. Information literacy is taught collaboratively between the Information Literacy Instructor and the classroom teacher. The information technology skills taught directly relate to content area curriculum and to classroom assignments.

 

At the fifth grade level students have a minimum of three full weeks of technology instruction focused on skills they will need in an upcoming unit. Sixth graders have technology instruction every other day for half of the year. The topics covered in this instruction include but are not limited to: word processing, to facilitate written communications; multimedia presentation, to facilitate written, graphic and oral presentation; spreadsheet and database use, to develop the ability to access and manipulate information; and various Internet based activities. Keyboarding is an ongoing activity.

 

Seventh and eighth grade students taking elective computer courses receive daily instruction for a quarter. The basic technology literacy course at this level provides students the opportunity to review and enhance their typing skills while developing speed and accuracy. The course also offers students the opportunity for further developing word processing skills and capabilities; for increased use of databases, spreadsheet and presentation programs; for integrating various media with the use of a multi-media application; and for the use of telecommunications.


In addition to the basic technology literacy courses, students at the eight grade level may also have the opportunity to study topics such as: multimedia presentation, web publishing, MIDI music, and video production.

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Wellness
Local Wellness Policy
Lake Forest School District 67 is committed to providing a learning environment that supports and promotes wellness, good nutrition, an active lifestyle, and recognizes the positive relationship between good nutrition, physical activity, and the capacity of students to develop and learn. The entire school environment, including classroom education, physical education, and meal service shall be aligned with healthy school goals to positively influence students' beliefs and habits and promote health and wellness, good nutrition, and regular physical activity. In addition, school staff shall be encouraged to model healthy eating and physical activity as a valuable part of daily life.

 

Wellness Program
The Wellness program for 2007-2008 is a fitness-based program for first through eighth grade students. The curriculum concentrates on increasing student's comprehension and application of fitness and movement concepts. Fitness instruction will teach the students how to apply these concepts so that they will improve their personal fitness level as well as their quality of life now and in the future.

 

The physical education portion of the program at the middle school will consist of heart rate monitored activities, which include circuit training, strength training, heart rate training, andother innovative methods to help students improve and maintain their individual fitness level. Students will also be using a personal fitness log to gain knowledge, set personal fitness goals, and monitor progress. During a typical week, fitness-based activities will be the focus of instruction two to three days a week. There will also be the equivalent of one day a week for health education and the remaining two days will focus on skill development and modified games related to improving fitness and team-building/challenge initiatives.

 

The program also provides a high level of activity, which encourages problem solving and creativity. The emphasis is to provide diverse opportunities for individual success encouraging all students to work to their maximum through encouragement and positive reinforcement. The program promotes the enjoyment of being active while incorporating cooperation, respect, and the acceptance of differing levels of ability and leadership.

 

Health education incorporates skills, concepts, and ideas that enhance the total well being of the student. The program develops a balance of the emotional, social, intellectual, and physical aspects of human growth and development. This balance will help to enhance the quality of life for students. By including health education at all levels, students receive an early start to recognize the importance of a healthy lifestyle. It will also provide the building blocks for the development of children into capable adults who will make wise  and healthy choices throughout their lifetime.


Areas included in the health area of the total wellness program include fitness, nutrition, safety education, emotional health, drug awareness, human development, and disease prevention.

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World Languages (See also: Lake Forest World Languages Website)
Philosophy Statement
In order to address the national standards, world languages seek to develop students in five different areas: Communication, Culture, Connections, Comparisons, and Communities. Curriculum content, methods and assessments reflect the learning in these five areas.

 

Learning Standard
All students will be able to demonstrate the applicable skills of their target language: reading, writing, listening, speaking, culture, decoding, and translating.

 

Communication
World language students will converse in the target language and understand thoughts and ideas spoken by people of other cultures. They will provide information about themselves and others as well as interpret what others are saying or writing.

 

Culture
World language students will compare and contrast their own culture with another culture. They will demonstrate awareness and sensitivity to another way of life, other traditions, and other ideas that characterize this culture.

 

Connections
World language students will apply information and skills acquired in world language class to their studies in other classes. World language class reinforces, complements, and enhances other disciplines.

 

Comparisons
World language students will develop a more profound understanding of their own language by studying a world language. They will examine grammatical structures more closely and their relationship to meaning.

 

Communities
World language students will explore uses of world language outside of the class. Students will use language for personal enjoyment and enrichment, to promote greater understanding between diverse members of our community, to promote greater understanding and respect on an international level, and to eventually function on a global scale.

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