The Primary Years Program (Pre-Kindergarten through 6th grade) is based on six overall themes with the skills and knowledge of each subject area taught through interdisciplinary and inquiry methods. While students learn key knowledge and skills in mathematics, social studies, language, science, arts, and physical science, they also investigate larger ideas and natural connections between subjects. At the same time, we teach and monitor student progress in key skill areas.
The PYP promotes knowledge acquisition, develops skills to become lifelong learners, and provides methods for enhancing and utilizing learning in constructive and practical ways. In our current world environment, the amount of knowledge that one could possess increases exponentially on a daily basis. Today’s students cannot be limited to knowing a single body of information but must possess the skills to effectively question and construct insightful understandings in all disciplines as they learn about their world. Instead of relying solely on a teacher to impart knowledge, the student gains the tools necessary to become the master of his or her own knowledge acquisition, synthesis, and application.
The essence of the Primary Years Programme is structured inquiry. Structured inquiry allows students to build meaning and refine their understanding. It provides a framework for students and teachers to investigate key concepts and enduring understandings in the major disciplines as well as across disciplines. Students are encouraged to experiment, research and find possible answers to important questions as well as develop their own questions and lead their own inquiries within the topic being studied. The integrative curriculum creates opportunities for exploration, active learning and meaningful connections across subject areas. The PYP Programme encourages students and teachers to ask open-ended questions and explore a core set of concepts in all areas of the curriculum. We provide an environment for inquiry in a sustained structure and framework to ensure key learning in knowledge and skills acquisition.
The Primary Years IB Programme focuses on the heart as well as the mind and addresses the social, emotional, physical, and cultural needs of children, as well as essential academics. The Programme aims to develop sensitivity to the experiences of others and foster socially responsible actions. The IB Programme encourages students to think outside of their personal world to consider the environs outside of the school and to be meaningful contributors within that world. Consequently, action components such as community service are natural elements to units.
Mackintosh Academy offers a unique and specialized program for Middle Year students (Grades 7 and 8). We recognize and support the middle grades as a unique developmental stage apart from the primary and high school years. Our small learning community cultivates a safe, stable and mutually respectful environment which supports the student’s intellectual, ethical and social growth. Students at Mackintosh have the opportunity for independent inquiry and learning in cooperation with others. Guided by a faculty experienced with gifted and twice-exceptional students, Middle Years’ students benefit from the intellectual challenges provided by fellow gifted classmates, a small and supportive community, and the opportunity to proceed at a pace directed by their own intellectual curiosity and interests.
The curriculum provides our students with the academic foundation and skills to continue in any challenging high school or preparatory school environment. As a formally designated Middle Years Programme (MYP) authorized by the International Baccalaureate Schools (IB), we employ the MYP curricular framework to ensure the individual student is engaged, challenged, pushed to be an independent thinker and use his or her knowledge as a stepping stone for action within the world. The MYP values the connecting of the student’s studies to his/her real life experiences. MYP Student work is assessed using IB-established rubrics on a 1-8 scale. Scores are translated into a “local” grade using the letter grade (A B C) paradigm.
The MYP staff designs the school year using the MYP fundamental concepts of holistic learning (how to plan activities which highlight the interdependence between areas of knowledge), intercultural awareness (how to teach understandings of different societies and cultures within our subject and responsibilities as a global citizen), and communication. Detailed course outlines are available in each of the eight subject areas. The challenging MYP curriculum prepares our students for the International Baccalaureate Degree Programme offered at local IB public high schools, in schools across the nation and around the world.
Mathematics at Mackintosh seeks to develop student mathematical skills and thinking in a way that prepares them to apply mathematical understandings in real-world situations and see themselves as capable mathematical communicators and problem solvers. We focus not only on the specific skills and concepts of math but also on the underlying patterns and systems that connect mathematics to other disciplines and to our lives. The strategic framework for the Mackintosh mathematics curriculum follows the IB mathematics framework and adheres to the National Council of Teachers of Mathematics and Common Core national standards. We assess students both formatively and through standardized testing to create fluid math grouping based on student skill levels. We use foundational texts in each of our math skills groups as our "backbone" because they directly align with national standards and then supplement these with gifted and talented resources (Beast Academy, and the Mentoring Young Mathematicians/Mentoring Mathematical Minds units). We use a spiraling skill practice through daily warm-ups, Math’s Mate, and problem solving practice. Students solidify their understanding through hands-on experiences, inquiry, teacher modeling and feedback, pencil to paper practice, and collaborative work. In our older grades, students use digital technologies, such as online math manipulatives and games, to further practice mathematical skills. In addition to our math skills groups, students also explore and apply mathematical concepts through inquiry in our IB transdisciplinary units. Math instruction is designed to meet the diverse needs of our learners and ensure competency in both math procedures and mechanics, and applied mathematical problem solving.
Science is taught in alignment with our school motto (keen minds, compassionate hearts, global action) so that students see science as a method for developing innovations and understandings that can help solve problems for themselves, their communities, and the world. Science at Mackintosh covers all of the domains of science (Physical, Life, Earth and Space, and Engineering/Design) within the concepts and themes of our units of inquiry. Students engage in inquiry to build, deepen, and apply their scientific knowledge and develop an understanding of the scientific method and the natural world. We use Next Generation Science Standards (NGSS), North American Association for Environmental Education Guidelines for Excellence, as well as the International Baccalaureate Science Aims and Objectives. We agree with the NGSS in that “A high-quality science education means that students will develop an in-depth understanding of content and develop key skills—communication, collaboration, inquiry, problem solving, and flexibility—that will serve them throughout their educational and professional lives.” Our science curriculum is grounded in scientific principles and knowledge, but also more broadly focuses on developing overarching skills such as critical thinking, problem solving, design thinking and analysis, and interpretation of data. Our science curriculum provides significant opportunities for students to understand science content and skills, which build upon each other from grade to grade. We use our schoolwide science scope and sequence to ensure our progression has vertical alignment and that students receive a well-rounded and rigorous scientific education. We utilize leveled nonfiction texts (articles, non-fiction books, websites, textbooks) and non-reading-based resources (videos, community experts, interactive models) to develop content knowledge. In addition to content, we also focus on larger concepts in science such as adaptation, interdependence, evolution, and systems. Each of our units of inquiry provides opportunities for hands-on learning through labs, model creations, design challenges, alternative assessments, and collaborative work.
Our social studies curriculum is embedded within our units of inquiry. It is constructed to draw upon a variety of disciplines such as history, geography, civics, and economics with the overarching goal of educating our students to make informed decisions in a culturally diverse, democratic society. Mackintosh Academy ensures students have competency in the National Social Studies Standards, Colorado Social Studies Standards, and IB Social Studies Aims and Objectives. The IB Learner Profile attributes enrich our social studies curriculum because they provide a model for being a globally minded and empathetic citizen. The IB Approaches to Learning help our students develop the skills, attitudes, and habits in research, inquiry, and communication in order to construct and apply what they learn to their own lives and the world around them.
Language skills are the foundation of education and provide the basis for communicating and learning. These skills encompass reading, writing, listening, speaking, viewing, and interpreting, which are all communication-based approaches to learning in our IB curriculum.
Reading - Lower Primary (Kindergarten to 2nd) )
The overall goal for literacy in the lower primary (K-2) classrooms focuses on learning to read using systematic, research-based phonics approaches, ensuring students read with comprehension, and encouraging reading for pleasure. The Letterland phonics program is a multi-sensory approach for systematic phonics, spelling, grammar, and reading instruction. We pair Letterland strongly with a multitude of the latest research-based reading instruction strategies supported by the National Council of Teachers of English and the International Reading Association (IRA). Reading instruction involves guided reading groups that target specific reading needs, literature groups, both fiction and nonfiction, that are related to our units of inquiry, and one-on-one reading instruction. We assess student reading progress using a multitude of formalized measures, such as the DRA, MAPS testing, and other tools as appropriate.
Reading - 3rd-8th
In the upper grades, the focus shifts to reading to learn through using reading comprehension, analysis, and application skills across fiction and nonfiction. We are also using research-based reading strategies approaches for instruction in whole group instruction, literature groups, and through authentic reading assignments within our units of inquiry. We use a variety of reading texts and resources, including novels, textbooks, and digital resources for unit connected reading, and resources such as Jacob’s Ladder (gifted curriculum from the College of William and Mary) for direct teaching of reading comprehension and analysis. We assess student reading progress using formative assessments, digital reading logs, and formalized testing such as MAPS and DRA, when needed.
Writing and Language Skills
Our writing program utilizes the writer's workshop framework which includes a writing lesson, guided practice, collaboration, and independent work. Students develop writing strategies for informative, narrative, and opinion writing through the transdisciplinary lens of our IB units of inquiry and the learning of specific foundational skills to become adept readers and writers. Writing projects are integrated into science, math, and history studies and can include journal entries, research papers, biographies, myths, proverbs, short stories, poetry, and essays. Students receive contextual grammar and spelling instruction as part of our writer’s workshop and practice discrete skills through a variety of vetted curriculums. Students are assessed in writing using national standards, Writing Pathways’ rubrics from the Teachers College Reading and Writing Project at Columbia University, and formative assessments.
Our specialist teachers and classes are a vital part of our curriculum and community. They help students develop creative, social, and analytical skills, while also encouraging them to broaden their world view and develop an appreciation of cultural and artistic contributions from diverse sources. Specialist teachers work with our curriculum coordinator and homeroom teachers to collaborate and support students in their growth. Our students’ physical, mental, and social development are deeply influenced by what they learn and do through our specialist classes. Our school is committed to ensuring that students have PE, Visual Arts, and Performing Arts every day because we recognize that this is critical to a well-rounded education.
We strive to give all students a positive and substantial exposure to a second language. In the Pre-Kindergarten through 6th grade classes, we employ an audio-visual program that incorporates images and music to attain communication skills and we connect authentically to Units of Inquiry. This program utilizes the verbal and visual memory techniques children experience when they first learn to speak. Students in 6th, 7th and 8th grades use a more traditional second language program that complements what they would receive in local high school language programs. In addition, we support dual-language learners with a designated before-school Spanish Heritage class, and our program is supported by native Spanish-speaking teachers.
PSPE (Personal, Social, and Physical Education) and PHE (Physical and Health Education) at Mackintosh Academy goes beyond traditional "PE" class and integrates the physical, social, and health education aspects as well. Children learn skills, techniques, and strategies in physical activities that help develop their motor, self-management, sportsmanship, communication, and social skills. Activities have included soccer, softball, football, field hockey, baseball, lacrosse, racket sports, and basketball, yoga, personal fitness, track and field, archery, and rock climbing. When teaching these sports, physical skills practice, technique development, teamwork, and sportsmanship are emphasized. Health education topics and instruction also are included in our Physical Education Scope and Sequences and, increasingly, we are integrating social-emotional-health learning. In 7th and 8th grades, students use extended labs to learn about nutrition and body systems.
We believe the activities of creation and study of art precipitates a better understanding of human expression and fosters communication and critical thinking skills. Art projects are designed to reinforce the academic areas of study and teach techniques for greater creative expression. Children in younger grades work on fundamental elements of art (basic lines, shapes, and textures), while students in the older grades are introduced to principles of aesthetics and design. Students strengthen fine motor skills and emotional regulation, while developing technical skills that are the tools for self expression and creativity. Additionally, it is an integral tool to bridge different subjects together, find the areas of interaction, and deepen understanding of fundamental concepts.
Our robust performing arts program is founded on the principle that performance is a critical component of a rich and expressive life. Whether it is working to learn notes and play a tune, articulating and modulating your voice when presenting, or practicing a dance routine, the skills learned in performing arts are lasting and transferable. The discipline and teamwork required for theater and public speaking pays dividends in other areas of study and life. With work on stage productions, some of our sensitive students can find a voice that otherwise may remain hidden. Accordingly, each class provides opportunities for students to perform both formally and informally. In addition to the modes of expression offered in performing arts, students also develop an appreciation for music and performance as audience members. They develop visual and auditory skills through watching and listening and are able to respond critically and appreciatively.
Technology and Design is not a stand-alone subject, but rather, a key component in every subject. Each grade has specific goals for development of understanding of specific technologies, including basic computer usage, programming, and digital citizenship. In addition, we continually are exposing and teaching students in the ever-changing tools and technologies in the education world, so all students will have familiarity and confidence in using these tools.
In Middle School, each year students participate in a minimum of 50 hours of design projects during which they utilize and apply design thinking to create a product that solves a problem. Past design projects include painting murals around campus, developing their World Affairs Challenge presentation, making robots, and making interactive museum kinetic sculptures that demonstrate wave phenomena. Students begin each design project by identifying a problem they would like to solve, researching ways that other people have attempted to solve similar problems. Then they submit a design brief. Next they brainstorm possible designs for their product, choose an intended design and explain it. They generate a materials and necessary tool list, develop a plan for the construction of their product, and create it. Finally, students launch their solution to an authentic audience and use their feedback to help them evaluate the effectiveness of their product.
Mackintosh students, as independent school students, are not required to participate in State standardized testing. Mackintosh does however value standardized testing for students, both to allow students the opportunity to practice taking such tests, and to provide important data points for the school.
The DRA is administered to young students who are learning to read (typically PreK through 4th grade) at scheduled times during the school year as appropriate for each reading level. DRA Assessments provide information regarding an individual student's growth in reading and are shared with parents in student reports. This data is used to inform teaching and to provide appropriate good fit books for individual students.
Our students K-8th grade participate in Fall and Spring assessments called MAP Growth. These assessments are currently administered nationally to over 11 million students and to over 140 countries worldwide. The assessments are scheduled two to three times per year for all grade levels and cover reading, math, and language skills. The assessments for all students are untimed and conducted in as distraction-free environments as possible. MAP Growth reports provide us with data to look at individual student growth and also provide classroom and school aggregate data for longitudinal monitoring of teaching and learning. MAP testing forms part of the student's permanent file and is provided to a student's new school upon leaving Mackintosh. MAP Growth reports are provided at Fall conferences and annually at the end of the school year. If you are interested in learning more about the MAP growth assessment, please refer to a family guide to MAP Growth.
Homework is assigned for the purpose of developing self discipline and time-management skills, and providing purposeful opportunities to apply the knowledge and practice the skills taught in class. The amount of homework is gradually increased each year to prepare our students to succeed in the academically challenging International Baccalaureate Programme or Advanced Placement courses in private or public high schools. We expect that there will be some difficulty adjusting to the homework load at the beginning of each school year for some of our students, especially those who are new to our school or a first-year student in a multi-age classroom. We follow research-based homework guidelines in determining the amount and type of homework assignments.
Pre-Kindergarten
Minimal, individualized homework is assigned in the Pre-Kindergarten class. Weekly homework could include unit of inquiry discussions, reading with child, as well as fun and brief writing or math practice. This short, usually discussion-based, homework helps make connections between home and school work.
Kindergarten
Kindergarten class homework may take 10 -15 minutes, Monday through Thursday a night to complete and generally are related to the Unit of Inquiry, math, reading, or writing. Students will have nightly reading practice (with a family member) and math practice. Unit of Inquiry homework may include discussions with family members and projects that can be done together. The assignments are important because they help develop healthy academic habits and allow students to make confident connections between home and school.
First and Second Grades
Students will complete 10-25 minutes of homework, Monday through Thursday. This may include reading, math, and spelling homework, along with weekly assignments to support the Unit of Inquiry studies. Some long-term research projects will be assigned during the year requiring parent involvement and research at the library.
Third and Fourth Grades
Students will complete 30-40 minutes of homework, Monday through Thursday. Homework may includes math, reading, language work, and Unit of Inquiry work. Some assignments will be due the following day, and some will be due after a longer time period. This approach allows students to practice self-management skills and develop healthy academic habits.
Fifth and Sixth Grades
Students will complete 45-60 minutes of homework, Monday through Thursday. Students are expected to practice a greater level of time management as they organize nightly, weekly, and long-term assignments. Homework on Saturdays and Sundays includes reading for pleasure and the occasional long-term project. Students will be given the opportunity to ask for a reasonable extension prior to the due date. We ask parents to let us know if students are spending significantly more or less time on homework than expected, so teachers may provide direct support in time and work management.
Seventh and Eighth Grades
Students can anticipate 1 hour of homework assigned Monday through Thursday. Students also will have class time to start assignments with direct teacher support. Homework assignments are coordinated between subjects, so the student is not overwhelmed. Most long-term assignments will be balanced between in-class work periods and homework. By the time a student enters the seventh and eighth grades, time management and organizational skills are necessary to successfully handle the workload. We expect that during these years, the student will grow toward greater independence, take personal responsibility for homework assignments, and advocate on their own behalf with the teacher when necessary. The progression towards independence can be difficult, but this struggle is vital for future success and confidence.
Specialist Classes
Students will receive very minimal homework in their Visual Arts, Performing Arts, Physical Education, and Spanish classes in order to support classroom performance. Please note that in 5th-8th grade, Spanish homework may include vocabulary memorization and grammar practice to prepare for quizzes and tests. Students will be responsible for memorizing lines for their Performing Arts’ play during the school year. Specialist homework is developed in consultation with the core teacher to help maintain balance in the overall homework load.
Late/Missing Work
Homework is due at the beginning of class on the assigned due date.
Students who are absent from school due to illness or are unable to complete their homework due to extenuating circumstances, as approved by a teacher, will receive an extension and/or alternative assignment(s). The new due date will be assigned by the teacher. (See Attendance)
Missing and late assignments will have a direct impact on student ability to engage in class discussions and activities with confidence.
Feedback on missing assignments will be sent to parents via email on a regular basis.
Homework and due dates will be posted in the classroom on the homework board and in the student’s planner.
For students who are not meeting academic student expectations, the following steps will be taken:
The Head of School will be informed.
An academic probation letter will be written explaining the reasons for the probation, will be sent to the student’s parents and a copy placed in the student’s file.
A staffing will be held with the student, parents, and appropriate staff.
If, at the end of the academic probation period, the student’s grades have not improved, a meeting will be held with the teachers, parents and Head of School to discuss continued placement.
In the PYP student’s final year or 6th grade year, each student will participate in the Exhibition, a celebration of their PYP experience. Students work with their core teacher and the curriculum coordinator to plan their learning experience that culminates their entire PYP experience. Students help write their lessons plans, as teachers guide them toward sharing their learning experience and community-service project to the greater community. The exhibition represents a celebration and rite of passage for the students involved. Students are invited to help learn about and participate in action in a local, national, or global real-life issue or problem that is significant, relevant, engaging, and challenging. Students start their Exhibition project in the fall and present their final presentation to the school and community in the spring.
In the MYP, students will participate in a self-driven project serving a community each year. The curriculum in all disciplines will support the project. Student input on the nature and direction of the project is key, so consequently the project will vary from year to year for each student. Each spring the 7th grade students begin working on their Community Project. This project gives students the opportunity to live our keen minds, compassionate hearts, and global action spirit. They start by identifying a community they identify with and/or want to learn more about. They write a short research paper on their community while they perform a minimum of 15 hours of community service for their community. Many students choose to do this community service between their 7th grade year and 8th grade year. During the first trimester of their 8th grade year, they finish the papers and create a short presentation to the school about the community they serve and highlight their service. Examples of actions our students have taken on include working with area food banks, participating in citizen science organizations, collecting musical instruments to donate to impacted schools, and doing clean up on our own campus.
Students in 5th – 8th grades have the opportunity to participate in a school-wide spelling bee. All students in their individual classes will partake in the preliminary spelling bee in the weeks prior to the school spelling bee. The top spelling students school-wide then will be invited to participate in the school-wide spelling bee. The rules and words selected for the spelling bee are from the Scripps Howard National Spelling Bee organization and the bee is sponsored by the Rocky Mountain News. The Mackintosh Spelling Bee winner will then be able to participate in the Colorado Spelling Bee in the spring.
Mackintosh Academy honors its graduates with a special ceremonies throughout the last week of school. All Mackintosh students participate in some way in the graduation ceremonies. Students in pre-kindergarten through seventh grades perform tributes to honor the graduating class and each graduate presents to the Mackintosh community. This is an important community event and we ask that parents avoid taking their children out early for summer vacation. All Mackintosh parents and community members are invited to attend the graduation ceremony.