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The primary focus of the Computer Curriculum is to facilitate a comprehensive learning program enabling each student to acquire skills pertaining to computers and technology.
St. Thomas More maintains a state-of-the-art computer lab that facilitates the teaching of 30+ students at a time. Our instructor is knowledgeable in current technology, and internet access is available to the students. Focus areas include computer literacy, word processing skills, social and ethical awareness, and computer career awareness. The students are encouraged to use technology to enhance their educational endeavors. They are provided with the skills necessary to use technology effectively throughout high school, college, and in daily adult life. Highlights of this program include PowerPoint presentations and the monthly school newspaper.
World Language classes are offered in Grades 3 through 8. Students use the Rosetta Stone Program to select a language. Once a language is chosen students participate twice a week in World Language class through out the school year. Students have the opportunity to converse in their language of choice with high school students who come to STMS to work with our students on conversational speech.
St. Thomas More students learn to:
- Value prayer, celebrate the sacraments, and understand the liturgies throughout the church year.
- Become knowledgeable in Church doctrine and participate in the rich traditions of their faith.
- Know and revere the Bible and its teachings.
- Establish respectful relationships with all persons because they are children of God and are members of a Faith community.
- Be responsible stewards of all of God’s creations.
- Reflect the values of the Gospel in their actions and words.
- Express their knowledge of the social teachings of the Church by serving others.
Even beyond the formal instruction in the Faith, it is expected that a religious view of life will be integrated into every aspect of the student’s education.
The goal of the Social Studies Curriculum is “to develop engaged, informed citizens.” The Essential Academic Learning Requirements for Kindergarten through Eighth grade include: Civics, Economics, Geography, History, and Social Studies Skills. New textbooks and supplemental materials were purchased for the 2014-2015 school year. Use of non-fiction materials as resources continue to be a focus as Reading standards are integrated into the program. Classroom Based Assessments (CBA’s) have been added to every grade level so that students pursue topics in-depth and develop research skills. Catholic Social Justice teachings are incorporated throughout the Social Studies Program.Encouraging the students to interpret their knowledge of Social Studies, then incorporate it into their everyday life is the goal of our program. In today’s world, it is not enough for children to have an awareness of their local community. They must be world thinkers. As technology brings other countries closer to our children, they must be prepared to meet the challenge with knowledge and understanding.(From OSPI)Kindergarten: Students begin their investigation of the world using perspectives, concepts, and skills from the social studies. The context for social studies learning in kindergarten is the student’s interaction with classroom and school. The classroom serves as a microcosm of society in which decisions are made with respect to rights, rules, and responsibilities. They begin to learn the basic concepts of fairness and respect for the rights and opinions of others.First Grade: Students develop their understanding of basic concepts and ideas from civics, economics, geography, and history. The context for social studies learning in first grade is the family and the ways they choose to live and work together. To develop students’ understanding of the basic social studies concepts, students are asked to think about families nearby and those far away.Second Grade: Students apply their emerging understanding of civics, economics, geography, and history to their communities and others around the world. Students learn about how their community works as well as the variety of ways that communities organize themselves. To develop conceptual understanding, students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago.Third Grade: Students begin to explore more complex concepts and ideas from civics, economics, geography, and history as they study the varied backgrounds of people living in Washington and the rest of the United States. Emphasis is on cultures in the United States, including the study of American Indians. Students examine these cultures from the past and in the present and the impact they have had in shaping our contemporary society. They begin to look at issues and events from more than one perspective.
Fourth Grade: Students use their understanding of social studies concepts and skills to explore Washington State in the past and present. Students learn about the state’s unique geography and key eras in early Washington State history, particularly the treaty-making period. They use this historical perspective to help them make sense of the state’s geography, economy, and government today. The cognitive demand of many GLEs begins to include analysis and asks students to look at issues and events from multiple perspectives.
Fifth Grade: Students use their understanding of social studies concepts and cause-and-effect relationships to study the development of the United States up to 1791. By applying what they know from civics, economics and geography, students learn the ideals, principles, and systems that shaped this country’s founding. They conclude fifth grade by applying their understanding of the country’s founding and the ideals in the nation’s fundamental documents to issues of importance to them today. This learning forms the foundation and understanding of social studies concepts that will provide students with the ability to examine their role in the community, state, nation, and world.
Sixth Grade: Students are ready to deepen their understanding of the Earth and its peoples through the study of history, geography, politics, culture, and economic systems. The recommended context for social studies learning in sixth grade is world history and geography. Students begin their examination of the world by exploring the locations, place, and spatial organization of the world’s major regions. This exploration is then followed by looking at world history from its beginnings. Students are given an opportunity to study a few ancient civilizations deeply. In this way, students develop higher levels of critical thinking by considering why civilizations developed where and when they did and why they declined.
Seventh Grade: Students become more proficient with the core concepts in social studies. There are two recommended contexts in which students can demonstrate this proficiency in the seventh grade. The first part of the year is focused on a continuation of world history from sixth grade as students look at the geography, civics, and economics of major societies up through 1450. The second part of the year asks students to bring their understanding to their world today as they examine Washington State from 1854 to the present. The study of Washington State includes an examination of the state constitution and key treaties. While these two contexts may be very different, the purpose of studying these different regions and eras is the same: to develop enduring understandings of the core concepts and ideas in civics, economics, geography, and history.
Eighth Grade: Students develop a new, more abstract level of understanding of social studies concepts. The recommended context for developing this understanding is U.S. history and government, 1776 to 1900. Students explore the ideas, issues, and events from the framing of the Constitution up through Reconstruction and industrialization. After reviewing the founding of the Unites States, particularly the Constitution, students explore the development of politics, society, culture, and economy in the United States to deepen conceptual understandings in civics, geography, and economics. In particular, studying the causes and consequences of the Civil War helps them to comprehend more profoundly the rights and responsibilities of citizens in a culturally diverse democracy.