The Wellington School
3650 Reed Road
Columbus, OH 43220
Curriculum, teaching, and assessment are framed by standards and benchmarks that nurture and develop student understanding. Authentic understanding is, therefore, the learned ability to explain, interpret, apply, seek self-knowledge, and to balance the importance of empathy and perspective. The gifts of intelligences of each student are honored in this learning process. Knowledge is developed and extended through active, individualized, and engaged instruction. Coherent content is presented for review, synthesis, and the answer to questions that promote higher-level thinking and intellectual growth. As a result, learning through exploration and understanding promotes the lifelong qualities of appreciation of difference and diversity and active participation through responsible global citizenship.
THE ROLE OF THE TEACHER
The teacher embraces both the mission and educational philosophy which define The Wellington School. Standards of quality for each student’s educational experience are maintained and enhanced through six domains of a teacher’s growth and development: preparation and planning, optimal learning atmosphere, instruction, professionalism, commitment, and knowledge.
The curriculum of The Wellington School encompasses everything the school does to foster student learning. Standards and grade level benchmarks guide the measurement of student achievement to form a strong curricular foundation. Each learner is viewed as an individual within the context of an evolving curriculum.
|Wellington graduates are a composite of|
- Knowledge: Global awareness: foreign language, world history, art, literature, current events, music; Mathematical concepts; The scientific method; An historical perspective: awareness of the ways in which societies develop and function, of how the past affects present decision-making; Classic and modern literature; Elements of physical fitness and a healthy lifestyle
- Skills: Communication: ability to access, critically select, organize, and coherently present information; Critical analysis and problem-solving; Computation; Ability to utilize technology as a tool, learn on one’s own, work as part of a larger group, recognize need for change when it exists, maintain an adequate level of physical fitness
- Attitudes/Personal Qualities: Integrity and ethical decision-making, Intellectual curiosity and enthusiasm, Appreciation of and respect for difference: people, cultures, opinions; Self-awareness and self-confidence which enable risk-taking, Social responsibility, Awareness and appreciation of the visual and performing arts, Appreciation of the importance of health and physical fitness, and of the measures necessary to acquire them
Statements of purpose outline the overarching expectations for all grade levels within a subject area. They provide structure to the dynamic curriculum enacted in each classroom of the school.
National and local standards served as the basis for each subject area’s standards which have been adapted to and correlated with Wellington’s expectations and goals for the Wellington graduate. Grade-level and course benchmarks are developmentally appropriate expectations for students in attaining the standard. Assessments of benchmarks allow students to demonstrate understanding, knowledge, or skills.
Upper school courses may be offered to students in multiple levels so benchmarks at ninth grade can indicate benchmarks for the course rather than just that grade level. The subject of health falls under science in The Wellington School curriculum.
Each division outlines the curriculum by grade level or course for parents and students. Each publication emphasizes those aspects of the division experience which make it unique within the school. They change yearly to reflect new additions to the curriculum brought to students by teachers constantly increasing their knowledge though engagement with educational research, up-to-date references and resources. Links to division information can be found on the Academics page.
Teachers document the dynamic classroom curricula on curriculum maps which are specific to subject areas at grade level through Rubicon Atlas software. Sometimes collaborative and sometimes individual, the maps capture the results of teachers’ “backwards designs.” Maps reflect unit or monthly plans teachers have developed to guide their daily work with students. The maps are ever flexible, as is daily instruction, taking into consideration student readiness, interests and learning needs.