Belonging and Contributing

Throughout their learning in Kindergarten, children are given opportunities to learn about what it means to be a responsible, active citizen in the community of the classroom and the communities to which they belong to outside of school. It is important for children to understand that they belong to many communities and that, ultimately, they are all citizens of the global community. Cooperation, responsibility, respect, and trust ( our School’s Pillars) are daily areas of focus in the Kindergarten.

Math

Young children come to school already knowing a great deal about mathematics. Children bring with them an intuitive knowledge that they have developed through curiosity about their physical world and through real-life experiences. In Kindergarten we as teachers play a critical role in fostering a positive attitude towards mathematics by valuing each child’s early attempts at problem solving, by sharing and celebrating the child’s learning, and by encouraging in each child a love of mathematics.

The Singapore Math Program is used at this level. Daily whole group discussions encourage the use of mathematical vocabulary as students explain their thinking. Discussions also guide the students as they make connections and learn problem-solving strategies. These are followed by hands-on activities, cooperative math games and independent journal work.

Literacy

Teachers and children co-create a responsive literacy learning environment in all learning areas. Together we pose questions, share theories, communicate ideas, and reflect on their observations throughout the day. We strive to create an effective literacy learning environment in Kindergarten that is responsive to the needs, interests, and wonderings of the children, builds on their strengths and preferences, and provides opportunities for them to share their thinking in many different ways.

Science

A number of activities encourage students to investigate, question, experience, and experiment through the process of discovery and inquiry. Critical thinking and research skills are goals of the program.

Portuguese

The Kindergarten Portuguese Curriculum uses comprehensive input and language-rich experiences to support early communication skills and foundational language development. Through songs, stories, movement, games, visuals, and hands-on activities, students are introduced to basic Portuguese vocabulary and conversational phrases in an engaging and immersive environment. Students develop listening and speaking skills while building confidence in expressing themselves through play, repetition, and collaborative activities. Age-appropriate projects, group interactions, and cultural experiences help students begin to understand global traditions and perspectives while fostering curiosity and appreciation for diverse cultures. Instruction is differentiated throughout the year to support the developmental needs and learning styles of each individual student.

Physical Education

A Kindergarten physical education program at the Charter School is aligned with the Massachusetts Comprehensive Health and Physical Education Curriculum Framework, which emphasizes the development of foundational motor skills, movement concepts, and positive social behaviors through active, play-based learning. Students practice skills such as running, hopping, jumping, balancing, throwing, catching, and moving safely in shared spaces while beginning to develop body and spatial awareness and to understand simple rules. Instruction encourages cooperation, listening, turn-taking, and respect for others, helping children build confidence and enjoyment in physical activity. Through developmentally appropriate games and movement experiences, the program supports the framework’s goal of helping young learners develop the knowledge, skills, and habits that contribute to lifelong health, physical activity, and personal well-being.

English Language Arts

The first and second grade English Language Arts program encompasses guided reading, the Wilson Fundations program, and The Teachers College Reading and Writing Project. The Wilson Fundations program addresses foundational skills of phonological awareness and phonics. Differentiated guided reading instruction is flexible and needs based, and supports word work, decoding strategies, reading fluency and comprehension through both fiction and nonfiction texts. Self-directed literacy activities develop independent skills and enjoyment of literature and words. The children write throughout the curriculum for different purposes. The development of ideas, organization, writing voice, penmanship, spelling, and vocabulary development are continually addressed through narrative, opinion, and informational writing. Assessment includes the Developmental Reading Assessment (DRA), Bay State assessments (alphabet identification, Ekwell-Shanker phonics, Yopp-Singer, Clay Hearing and Recording Sounds in Words), and a primary spelling inventory in September/October and May/June.

Mathematics

The Singapore Math Program is used to address the areas of operations and algebraic thinking, numbers and operations in base ten, measurement and data, and geometry. Mathematical discussions in both large and small groups encourage the use of mathematical vocabulary as students explain their thinking. Discussions also guide the students as they make connections and learn problem-solving strategies. These are followed by hands-on activities, cooperative math games and independent workbook assignments.

Social Studies

Social Studies curriculum coincides with the Massachusetts Curriculum Frameworks of civics, geography, history, and economics. In the beginning of the year the children review our school’s Rights and Pillars. These founding principles help to guide the children as they conduct themselves independently and interact with others in the learning community. The two-year span includes the study of maps, world geography, the ocean’s effects on our lives and economy, immigration and cultures, and leaders and government.

Science

Inquiry based learning drives the science portion of the thematic studies curriculum. This involves the children in the techniques of questioning, predicting, exploring, observing, and recording. Research skills using nonfiction texts along with hands-on science experiments, activities and class trips are included and coincide with the Massachusetts Curriculum Frameworks (Earth and Space, Life, Physical, Technology/Engineering). The two-year span includes the following topics: Animals and Habitats, Earth/Sun/Moon, The Ocean, Simple Machines and Inventions, and the Human Body.

Project Based Learning

A variety of projects complement the classroom curriculum throughout the year. In addition, at the end of each semester the students engage in a “project period.” They research and create culminating projects for science or social studies themes. A community presentation celebrates their achievements and mastery of the concepts.

Specials

Physical Education, Spanish, Music, Art, Drama, and electives (Artists in Residence) are part of each student’s week.

Portuguese

The Portuguese Curriculum in Grades 1-2 uses comprehensive input while providing students the opportunity to develop a critical understanding in order to become conscientious, global citizens. Advanced students sustain conversation while others learn through immersion. Projects, group discussions, activities, and independent work strengthen the communication skills of speaking, reading, writing, and listening. Brazilian songs, games, and cuisine are used to discuss, compare, and analyze the traditions and cultural perspectives of Brazil. Students’ work is differentiated throughout the year to make the learning appropriate for each individual learner.

Physical Education

A Grades 1–2 physical education program at the Charter School is aligned with the Massachusetts Comprehensive Health and Physical Education Curriculum Framework, which focuses on building and refining fundamental motor skills while fostering confidence, cooperation, and a lifelong appreciation for physical activity. Students develop greater control and coordination in skills such as running, skipping, jumping, throwing, catching, dribbling, and striking, while applying movement concepts like direction, level, force, and pathways in increasingly complex activities and small-sided games. Instruction emphasizes safe participation, respect for rules, and positive social interaction, including teamwork, communication, and fair play. Students also begin to understand the relationship between physical activity, health, and personal well-being. Through structured skill practice, creative movement, and age-appropriate games, the program supports the Massachusetts framework’s goals of developing physically literate students who are active, competent, and confident movers.

English Language Arts

The English Language Arts program includes guided reading instruction, word study- including phonics, spelling, and vocabulary components, and writing. In writing, we are guided by the Teachers College Reading and Writing Project to create writing workshops and develop strong writers through the use of mentor texts and building writing skills. The literature and writing program is thematically based and students work in whole group, and small flexible groups based on interest and academic need. Expository and narrative writing skills are taught in Writing Workshop format. Read aloud and independent reading help students develop love of literature and reading fluency. Research and vocabulary development are regular and essential components of the program. Literacy skills are assessed using the GRADE, Ekwall-Shanker, DiBELs and Beaver (Developmental Reading Assessment) assessment instruments in October and April.

Mathematics

The Singapore Math series is the text used to teach number sense and operations, patterns, relations and algebra, geometry and measurement, and data analysis, statistics and probability. The class is assigned to grade level groups to match the math series’ grade level expectations. Small group and individual learning opportunities are prevalent daily. These are supported by hands-on activities, cooperative math games and independent workbook assignments.

Social Studies

The social studies curriculum focuses on themes during the two-year cycle to study ancient world cultures, democracy, history, economics, governmental structures, the geography of North America, Native Americans, immigration and early American History with an emphasis on Massachusetts and local history. The students work on writing and research skills, cooperative learning and citizenship through the social studies curriculum.

Science

Thematic units are the core of the science curriculum revolving around the study of Plant and Animal Life Cycles, Adaptations, Electricity and Magnetism, Rocks and Minerals, Matter, Weather and Climate. Inquiry, observations, predictions, questioning, hypothesizing, and conclusions are present in all scientific investigations.

Project Based Learning

Project Based Learning opportunities using thematic integrated curriculum are prevalent in the classroom on a daily basis. The individualization of instruction, student choice, public exhibitions of achievement, and community service are vital aspects of the Project Based Learning pedagogy.

Specials

Physical Education, Music, Drama, Portuguese, Library, Art and electives (Artists in Residence) are part of the weekly activities for each student.

Portuguese

The Grades 3–4 Portuguese Curriculum uses comprehensive input and interactive learning experiences to strengthen students’ developing language skills and cultural understanding. Through speaking, listening, reading, and introductory writing activities, students expand their Portuguese vocabulary and build confidence in conversational communication. Projects, partner work, games, storytelling, music, and independent activities encourage students to apply language skills in meaningful and engaging ways. Students explore Brazilian culture through videos, literature, traditions, and discussions that promote global awareness and appreciation for diverse perspectives. Instruction is differentiated throughout the year to support each student’s language proficiency, learning style, and developmental growth.

Physical Education

A Grades 3–4 physical education program at the Charter School is aligned with the Massachusetts Comprehensive Health and Physical Education Curriculum Framework, which builds on foundational motor skills and emphasizes applying those skills in more dynamic and game-like contexts. Students refine and combine movement skills such as running, jumping, throwing, catching, striking, dribbling, and kicking while demonstrating improved coordination, control, and tactical awareness. Instruction introduces more complex concepts of movement strategy, including spacing, offense and defense basics, and decision-making in modified games. Students are expected to demonstrate responsibility, cooperation, and respect for rules, teammates, and opponents while developing greater independence and self-management during physical activity. The program also reinforces the importance of regular physical activity for health, fitness, and overall well-being, supporting the Massachusetts framework’s goal of developing physically literate students who are competent, confident, and motivated to be active for life.

Science

Massachusetts Standards that have been addressed: Asking questions (for science) and defining problems (for engineering). Developing and using models. Planning and carrying out investigations. Analyzing and interpreting data. Using mathematical and computational thinking. Constructing explanations (for science) and designing solutions (for engineering). Engaging in an argument from evidence. Obtaining, evaluating, and communicating information.

In our first semester, 5th and 6th graders were introduced to the physical world of science. This included various topics under the larger umbrella of Chemistry. The 6th-grade students participated in discussion-based questions, classwork, projects, and labs. At the beginning of a new topic, students reflected on previous years in science with group-based discussions led by questions such as: “What is the Scientific Method?” “What is the Periodic Table of Elements?” “What are atoms?” “How Many States of Matter are There?” “How Does a Substance Change Its State?” and “How Does the pH Scale Help Us?” These questions not only introduced the topic but also applied prior knowledge.

In our second semester, 5th & 6th graders moved into the living world. They were introduced to various topics under the larger umbrella of the Life Sciences. The students participated in discussion-based questions, classwork, projects, and labs. At the beginning of a new topic, students reflected on previous years in science with group-based discussions led by questions such as: “Why is the water cycle important?” “What do you know about plant and animal cells?” “What do plants need to survive?” “What is photosynthesis?” “How do scientists classify a living thing?” and “What creates a biome? How about an ecosystem?” These questions not only introduced the topic but also applied prior knowledge.

Students worked on warm-up questions from previous MCAS years to serve as MCAS practice. The questions were introduced as both individual answer questions and group discussions on how to break a science question down.

Classwork and projects served as another way to develop understanding, as well as show creativity and perspective on the topic at hand. Extra credit projects also provided a place for those who were ready for next-level work in science to take the leap and dive further into research and explanation. Quizzes provided 6th-grade students practice with study strategies and skills, especially as they are approaching middle school where these skills are more often used.

Finally, our labs created hands-on experiences with science and allowed us to not only review what we had been learning about that week but also see how science is intertwined as we moved through our first semester together.

Math

In the first semester of 5th grade math, students explored foundational mathematical concepts in alignment with the Massachusetts State Standards, focusing on key areas: Operations and Algebraic Thinking, Numbers and Operations in Base Ten, and Numbers and Operations – Fractions. Through a combination of hands-on activities, engaging classroom games, creative projects, and rich mathematical discussions, students deepened their understanding of core mathematical ideas while also building critical problem-solving and communication skills. During our second semester 5th graders completed the last two of the five mathematical standards as well as continuing practice from semester one (Operations and Algebraic Thinking, Numbers and Operations in Base 10, and Numbers and Operations – Fractions). They showcased their understanding through classroom assignments, assessments, conversations and projects. During our second semester 5th graders completed the last two of the five mathematical standards as well as continuing practice from semester one (Operations and Algebraic Thinking, Numbers and Operations in Base 10, and Numbers and Operations – Fractions). They showcased their understanding through classroom assignments, assessments, conversations and projects.

In the first semester of 6th grade math, students embarked on an exciting journey through key mathematical concepts in alignment with the Massachusetts State Standards. They explored Ratios and Proportional Relationships, the Number System, Expressions and Equations, Geometry, and Operations with Fractions. Through a mix of hands-on projects, interactive games, and mathematical discussions, students not only gained foundational skills but also developed the ability to apply these concepts in real-world contexts. During our second semester 6th graders completed the last three of the six mathematical standards as well as continuing practice from semester one (The Number System, Expressions and Equations, and Operations with Fractions). They showcased their understanding through classroom assignments, assessments, conversations and projects.

English Language Arts

The 5/6 Grade ELA curriculum covers standards set forth in the Massachusetts ELA Curriculum Frameworks. During the first semester of ELA, there was a consistent weekly schedule of Independent Reading, Spelling/Grammar, Typing/Technology, Creative Writing and Group Reading. Students learned about the “Story Arc” and the “Elements of a Story” (Characters, Plot, Setting, Conflict, Resolution) through Independent Reading and creative projects (RL.5.1).

5th graders completed a Character Project, using their imagination to create a unique character and type up a narrative description (W.5.2). These characters were accompanied by an original piece of artwork. Through these projects, students explored the importance of the “Writing Process,” learning about how an idea begins with brainstorming and through a series of steps, ultimately becomes a finished product.

6th graders completed a Setting Project, where they wrote a narrative piece about a specific setting (fictional or nonfiction), accompanied by a poster board or diorama (W.6.2). Through these projects, students explored the importance of the “Writing Process,” learning about how an idea begins with brainstorming and through a series of steps, ultimately becomes a finished product.

Spelling/Grammar activities helped students learn about nouns, adjectives, verbs, adverbs, root words, prefixes and suffixes. Students learned about topic sentences and proper paragraph form using the “Paragraph Sandwich.” through an activity with Opinion Writing (W.5.1, L.5.3). Using Google Docs, Creative Writing and games, students learned the basics of typing in relation to home-row, proper technique and keyboard shortcuts. In Creative Writing, students individually journaled each week with a pencil/paper and sometimes using Chromebooks. For Group Reading, students read Michael Dorris’ novel, Morning Girl (RL.5.2, L.5.3).

Social Studies

In Grade 5, students begin their journey through U.S. history by exploring the geography and people of North America before diving into the history of the colonies, the American Revolution, the creation of the Constitution, and westward expansion. They also learn about the causes and effects of the Civil War and examine the early Civil Rights Movement. This course emphasizes foundational skills such as asking questions, analyzing sources, and connecting history to the world around us.

In Grade 6, students deepen their exploration of U.S. history by examining early colonization, the American Revolution, the Constitution, and westward expansion, as well as the Civil War and the Civil Rights Movement. This year builds on skills introduced in Grade 5, encouraging students to analyze events more critically and make connections between historical events and the modern world.

Course Goals:
By the end of the year, students will:

Develop a stronger understanding of civic knowledge, skills, and responsibilities.
Create more focused and detailed questions to guide their research.
Organize and synthesize information from multiple primary and secondary sources.
Analyze sources for purpose and perspective, identifying bias and distinguishing fact from opinion.
Independently evaluate the credibility and relevance of sources.
Write detailed arguments and explanations using evidence and logical reasoning.
Consider historical events in context and begin to think critically about informed actions.

Portuguese

The Grades 5–6 Portuguese Curriculum uses comprehensive input and communicative language learning to further develop students’ proficiency in speaking, listening, reading, and writing. Students expand their vocabulary and grammatical understanding while engaging in more structured conversations, collaborative projects, presentations, and independent writing tasks. Instruction emphasizes increasing fluency and accuracy as students begin to express more complex ideas in Portuguese across a variety of contexts. Authentic resources such as videos, literature, music, and digital media are used to explore Brazilian culture, traditions, and perspectives. Students are encouraged to make cultural and linguistic connections that deepen their global awareness. Instruction is differentiated throughout the year to meet individual learning needs and to support continued language development for each student. More advanced projects explore Brazilian culture, history and cuisine.

Physical Education

A Physical Education curriculum for Grades 5 and 6 at the Charter School is aligned to the Massachusetts Comprehensive Health and Physical Education (CHPE) Framework, which emphasizes the development of motor skills, physical fitness, and social-emotional competencies through a standards-based, sequential program. Students engage in a variety of team and individual activities that build movement patterns, apply game strategies, and promote lifelong physical activity habits. Instruction is designed to support skill progression, cooperation, and responsible behavior, while fostering an understanding of health-related fitness concepts and personal wellness. Aligned with state expectations, the curriculum prioritizes inclusive participation, decision-making, and goal setting to help students develop the knowledge, skills, and confidence needed for active, healthy lifestyles.

Health

The Grade 6 Health curriculum is designed in alignment with the Massachusetts Health Education Frameworks for grades 6–8, emphasizing the development of essential skills such as self-management, decision-making, communication, and analyzing influences across a year-long sequence of developmentally appropriate topics. Students engage in units focused on mental and emotional health, native impacts of tobacco and vaping, positive sleep habits, personal safety (including digital citizenship), healthy relationships, nutrition, substance use prevention, and overall wellness, with opportunities to set goals, reflect, and apply learning through projects and presentations. The curriculum intentionally integrates evidence-based anti-bullying instruction supported by the Massachusetts Aggression Reduction Center, particularly within units on empathy, peer relationships, and respectful communication, where students build skills in conflict resolution, recognizing harmful behaviors (including cyberbullying), and fostering inclusive, safe communities. Through a consistent emphasis on social-emotional learning and health literacy practices, students are empowered to make informed, responsible decisions that support their well-being and the well-being of others.

English

7th and 8th grade ELA follows the Massachusetts Curriculum Frameworks. The English Language Arts program focuses on critical reading, class discussion, writing in a variety of genres, vocabulary, and grammar instruction. This course aims to enable students to foster a lifelong love of reading and writing, build confidence that everyone is a naturally born storyteller, and develop skills in listening and public speaking. Class texts include The Outsiders, Animal Farm, Persepolis, A Long Walk to Water, and various short stories, works of nonfiction, and poetry. Second semester the students practiced essay writing weeking in preparation for MCAS. They also took practice tests which we corrected and discussed before taking the test.

Social Studies

This engaging and dynamic course explores the connections between history, geography, political science, economics, and archaeology, emphasizing the importance of diverse perspectives. Students will delve into the origins of human societies and the development of ancient civilizations across South and East Asia, Oceania, and Europe, as well as Western Asia, the Middle East, North Africa, Sub-Saharan Africa, Central America, the Caribbean, and South America. The curriculum culminates in an exploration of governance in ancient Greece and Rome, setting the stage for the Grade 8 focus on civics.

Aligned with the Massachusetts State Curriculum Frameworks, this course encourages critical thinking and inquiry as students analyze the complex social, political, and cultural aspects of ancient and modern civilizations.

8th grade civics introduces students to the foundations of American government, democracy, and civic engagement. Aligned with the Massachusetts History and Social Science Curriculum Framework, the course explores key topics such as the principles of the U.S. Constitution, the structure and functions of government, the rights and responsibilities of citizens, and the importance of active participation in a democratic society. Through discussions, case studies, and hands-on projects, students analyze historical and contemporary issues, learn to evaluate multiple perspectives, and practice skills like debate, critical thinking, and advocacy. The class emphasizes preparing students to be informed and engaged members of their communities.

In the spring, we continued our work on understanding the development of the United States, with a focused attention on the Constitution and Supreme Court decisions of specific consequence. We used the US Center for Civic Education text “We The People” as well as continued readings in “Stamped”. Following spring break, we began readings from “Facing History and Ourselves: The Holocaust and Human Behavior”. One of the readings, a graphic novel “Maus” by Art Spiegelman, gave us insight into the early years of the Nazi invasion of Poland. Students were asked to read and discuss the responsibility citizens have toward each other. In all of our work, we referenced history and our sense of who we are and what we believe to be the qualities of citizenship to which we aspire.

Science

The 7th and 8th Grade Science curriculum covers the standards set forth in the Massachusetts Curriculum Frameworks.

This course covers aspects of Life Science, Physical Science, Earth Science, and Technology and Engineering. The students have learned about Plate Tectonics and Earth’s changing shape, backed up by fossil and geological evidence. Next, we learned about Ecosystem Dynamics and Population, focusing on the transfer of energy through trophic levels and the importance of the sun on our primary producers. Additionally, the students learned about how organisms interact with each other, and such as predator-prey relationships, symbiosis, mutualism, and commensalism. Within this unit, the students have also learned about food chains and webs, and the impacts on populations when one organism is overpopulated or removed. This allowed us to flow naturally into Darwin’s theory of evolution, and the process of natural selection. In the spring, we focus on many engineering projects that will help the students understand how energy is transferred between the various forms, and how humans use these knowledge to our advantage.

In this course, students explored the natural world through the lens of science, focusing on the Massachusetts Science and Technology/Engineering Frameworks. We delved into the wonders of physical science and earth science, while emphasizing critical thinking, creativity, and problem-solving skills.

Grade 7 Math

This 7th grade Math curriculum covers the standards set forth in the Massachusetts Curriculum Frameworks. This semester, students strengthened their understanding of different types of numbers, factors, and multiples, applying their knowledge of the number system and operations to problems involving inequalities, fractions, and decimals. Students expanded their understanding of ratios, unit rates, and proportional relationships, relating their understanding to real-life problems involving percentages. Students explored basic statistics and probability concepts, focusing on measures of central tendency and variation, as well as data display. In this unit, students designed research questions in small groups, collecting, analysing, and displaying their own data. Students learned about coordinate planes, exploring relations, lines, functions, and slope, and even venturing into some 8th grade topics, such as calculating distance and interpreting linear equations. The semester culminated in a project in which students designed and mapped out their very own cities on coordinate planes.

The second semester students covered Expressions and Equations and Geometry. In the first unit, students strengthened their understanding of like terms, exponents, and the order of operations, applying their knowledge to problems involving solving expressions and equations for variables and graphing inequalities. In the second unit, students refreshed on terminology and definitions for both 2D and 3D shapes, expanding their understanding of angles and formulas and applying their understanding to real-life problems involving perimeter, circumference, area, surface area, and volume. 

At the end of the year, students applied their knowledge of Geometry and the engineering process to various architecture-based projects. They worked collaboratively to build towers out of paper and tape and worked together with their 8th grade colleagues to build load-bearing bridges out of just fettuccine and glue. They tested their models, reflected, and made edits on their designs.

Grade 8 Math

This 8th grade Math curriculum covers the standards set forth in the Massachusetts Curriculum Frameworks. This semester, students strengthened their understanding of different types of numbers, factors, multiples, and algebraic properties, applying their knowledge of the number system and operations to problems involving inequalities, fractions, and decimals. Students expanded their understanding of ratios, unit rates, and proportional relationships, extending their understanding to real-life problems involving percentages. Students explored introductory statistics, focusing on measures of central tendency and various data display methods, and delved into probability concepts such as compound events, permutations, and combinations. In this unit, students designed research questions in small groups, collecting, analysing, and displaying their own data. Students began to strengthen their understanding of like terms, exponents, and the order of operations, exploring algebra through constructing, rewriting, and evaluating single-variable and systems of linear equations and inequalities. This unit will be continued next semester as we explore coordinate planes and geometry.

This course is meant to prepare the students for their 8th grade MCAS. The goal of the course is to get students comfortable translating graphs and equations into the story they tell, so we can place ourselves in the shoes of the problem to help define the problem-solving pathway. 

Throughout the year, students work with exponents, and use algebra to solve problems with one unknown variable. The students learn about linear equations and slopes, and the basics of Systems of Equations. Students focus on translating the constituent components of linear equations (y=mx+b) to a real-world story, in order to understand the importance of x- and y- intercepts, and translating slope into rates. The students also cover geometric concepts such as area, perimeter (circumference), and volume of spheres, circles, cylinders, cones, and triangles. Students also learn about the various types of Geometric Transformations: translations, rotations, and reflections.

Portuguese

The Grades 7–8 Portuguese Curriculum uses comprehensive input and communicative language instruction to build students’ proficiency in speaking, listening, reading, and writing with increasing independence and complexity. Students expand their vocabulary and strengthen grammatical accuracy while engaging in sustained conversations, collaborative projects, formal and informal presentations, and structured writing tasks. Instruction emphasizes interpretive, interpersonal, and presentational communication as students develop the ability to express and justify ideas across a range of topics. Authentic materials such as films, articles, music, literature, and digital media are used to explore Brazilian culture and to analyze traditions and diverse perspectives. Students deepen their cultural understanding while making meaningful linguistic and real-world connections. Instruction is differentiated throughout the year to support varied proficiency levels and to ensure continued growth for all learners. Advanced projects explore Brazilian geography, politics, cuisine, and music.

Physical Education

A Physical Education curriculum for Grades 7 and 8 at the Charter School is aligned to the Massachusetts Comprehensive Health and Physical Education Framework, which focuses on advancing students’ physical competence, strategic thinking, and personal responsibility through developmentally appropriate, standards-based instruction. Students refine sport-specific skills, apply more complex game strategies, and deepen their understanding of fitness principles such as cardiovascular endurance, strength, flexibility, and goal setting. The curriculum emphasizes teamwork, leadership, and respectful communication, while encouraging students to take ownership of their health and wellness. Through a variety of individual and team activities, students build the confidence and knowledge needed to make informed decisions and sustain active, healthy lifestyles beyond middle school.

Health

The Grade 7-8 Health curriculum is aligned with the Massachusetts Health Education Frameworks for grades 6–8 and is designed to deepen students’ health literacy and social-emotional competencies through a comprehensive, skill-based approach. Across the year, students explore topics such as identity development, goal-setting, stress management, digital wellness, substance use prevention, positive sleep habits, nutrition, puberty, human sexuality, and community and global health, while consistently applying key practices including self-awareness, self-management, communication, and analyzing influences. Particular emphasis is placed on healthy relationships, consent, and personal safety, with targeted instruction on bullying, harassment, and inclusion. These components are strengthened through the integration of evidence-based anti-bullying strategies supported by the Massachusetts Aggression Reduction Center, where students engage in bystander intervention training, scenario-based learning, and the development of respectful, inclusive behaviors both in-person and online. Through interactive lessons, role-playing, and a culminating health project, students are empowered to make informed decisions, advocate for themselves and others, and contribute to safer, healthier communities.

Math

This 9th grade Math curriculum covers the standards set forth in the Massachusetts Curriculum Frameworks. This semester, students reviewed the different types of numbers, factors, multiples, and algebraic properties, applying their knowledge of the number system and operations to problems involving inequalities, fractions, and decimals. Students strengthened their understanding of like terms, exponents, and the order of operations, exploring algebra through constructing, rewriting, and evaluating single-variable and systems of linear equations and inequalities. Students learned about coordinate planes, exploring relations, lines, functions, and slope, and applying their knowledge to writing and interpreting formulas in slope-intercept, point-slope, and standard form and graphing systems of linear equations and inequalities. This unit culminated in a project in which students worked in groups to design and map out their very own cities on coordinate planes. Students began exploring how to correctly use operations on polynomials and exponents, and learn how to factor polynomials and trinomials using GCF, grouping, and special formulas. This unit will be continued next semester.

This course encompasses aspects of algebra 1, algebra 2, and geometry, preparing students for the 10th grade MCAS. In the beginning of the year, students worked on solving and graphing linear equations, with a strong focus translating word problems into the components of a function. We then learned about Systems of Equations and the story of Inequalities, using the algebraic problem-solving methods of elimination and substitution. We then combined the two ideas, to solve and graph systems of inequalities. At the end of the first semester, and extending into the spring, we will study quadratic functions. Specifically, the algebraic techniques of distribution and factoring, and the zero-product identity. Students will be expected to translate functions into quadratic graphs, as well as identify the x- and y-intercepts, and the minimum or maximum. Students will also learn how to use the quadratic formula and how to “complete-the-square,” using visual modeling and algebra to prove it. After quadratic relationships, students will dive into geometry and trigonometry, the unit circle, and how to use the various trigonometric identities (SOHCAHTOA) to relate angles to side lengths and vice versa. Finally, we will review probability, statistics, and data analysis as we made box-and-whisker plots.

Science

This year, first years students explored biology, the study of life.  The goal of this lab-based course was to investigate the common features that connect all life forms and to see how differences and changes in these common pathways have resulted in the vast array of diversity we see today.  Additionally we investigated how interconnected life forms are and how living and nonliving factors affect what we see in the world around us.

Marine Science is a course based on the National Oceanic and Atmospheric Administration (NOAA) NEMO program. The NEMO program is aligned with national science teaching standards and Ocean Literacy Principles.

Those principles are as follows:

Earth has one big ocean with many features.
The ocean and life in the ocean shape the features of Earth.
The ocean is a major influence on weather and climate.
The ocean makes Earth habitable.
The ocean supports a great diversity of life and ecosystems.
The ocean and humans are inextricably connected.
The ocean is largely unexplored.

English

This course aims to cultivate confident and creative communicators, fostering language proficiency and a lifelong passion for reading and writing. Students build a strong foundation for effective communication, critical thinking, and a lasting love of language through class discussions, independent work, focused reading, written assignments, and independent and group projects. During this semester, students focused on character analysis by reading the classic novella Of Mice and Men by John Steinbeck. They developed their literary analysis abilities through the creation of a final character project, and a five-paragraph essay writing skills. Students also spent time each week developing independent pieces of creative writing.

This course aims to cultivate students’ skills in listening, speaking, reading, writing, and presenting while fostering critical thinking and creativity. Students will explore themes like identity, politics, and empowerment through a variety of texts, including graphic novels, classic literature, and multimedia works. Through class discussions, projects, and written assignments, students will analyze both literary and non-literary texts, learning how cultural and historical contexts shape storytelling. Highlights include creating a graphic personal essay inspired by Good Talk by Mira Jacob and a multimedia presentation comparing Their Eyes Were Watching God by Zora Neale Hurston with Beyoncé’s Lemonade. By the end of the semester, students will have enhanced their ability to interpret, evaluate, and communicate ideas while developing a lifelong passion for reading and writing.

This course aims to cultivate confident and creative communicators, fostering language proficiency and a lifelong passion for reading and writing. Students build a strong foundation for effective communication, critical thinking, and a lasting love of language through class discussions, independent work, focused reading, written assignments, and independent and group projects. During this semester, students studied Shakespeare’s The Taming of the Shrew and participated in Socratic Seminars. Students finished the semester with the Author Study Project. For this project, they chose one author whose work they read and whose life they studied and then presented what they learned to the class. As always, students also spent time each week developing independent pieces of creative writing.

Other readings include:

Portfolio

The portfolio is a year-long project each student completes each year of high school on a subject of their choosing. Final portfolios look very different; generally, however, portfolios include a written component and some combination of personal experience and research. The course is designed to support students in the development, implementation, and presentation of a portfolio that reflects in-depth understanding and self-directed learning. Portfolios are assessed on the depth and breadth of the information presented, the quality of the presentation, and the portfolio’s representation of the student’s consistent diligence in pursuing their goals. During the spring semester, students work on revising their first draft, editing, and finalizing citations. Each student will submit a final draft for review in April/May.

Social Studies

U.S. History is a two-year curriculum, aligned with the Massachusetts State Frameworks, which is designed to encourage students to understand how people of diverse backgrounds have built this country, how sectional issues have resulted in bitter conflicts, the ideas that have united the country, how the United States became a world power, and how citizens have fought to expand civil rights and defend democratic processes at home and in other parts of the world. This semester, students focused on earlier U.S. History and its impact on all people living in North America and the early United States during the period. Areas of focus included the first interactions between indigenous people and Europeans in North America, European colonization of and expansion west in North America, enslavement, and the American Revolution. Through group work, students developed important collaborative study skills that augmented their mastery of themes and material they will study throughout high school.

School to Work Program (Mentorship)

Students in Grades 9 and 10 must participate in a Mentorship as a requirement for Graduation.  Working with the Mentorship Coordinator and their Advisor, students are tasked with finding a mentorship that aligns with their passions. The mentor must be willing to work with students on Friday afternoons. The Mentorship Coordinator and the student Advisor track mentorship hours to make sure the requirements are met.

Directed Study (Flex Time)

High School students participate in Directed Studies and Flex Times. Directed Studies are times allocated for student classwork completion.  Flex Times are periods during the week when High School teachers are available to assist students with planning, organization, and course completion.

Physical Education

A Physical Education curriculum for Grades 9 and 10 at the Charter School is aligned to the Massachusetts Comprehensive Health and Physical Education Framework, which emphasizes student autonomy, lifelong fitness, and the application of advanced skills and knowledge. Students engage in a range of physical activities that promote personal fitness planning, goal setting, and self-assessment, while refining sport-specific techniques and strategic understanding. Instruction integrates principles of health-related fitness, injury prevention, and overall wellness, encouraging students to make informed decisions about their physical and mental health. The curriculum also fosters leadership, collaboration, and personal responsibility, preparing students to maintain active, healthy lifestyles beyond high school.

Health

The Grade 9–10 Health curriculum provides students with a year-long, developmentally appropriate sequence of learning experiences focused on personal wellness, mental health, relationships, safety, substance prevention, sexual health, and community health. The syllabus aligns with the Massachusetts Comprehensive Health and Physical Education Framework by addressing major strands such as physical health, social-emotional wellness, substance use prevention, safety and violence prevention, healthy relationships, and public/community health. Across the year, students engage in applied activities such as stress logs, decision-making role plays, digital safety case studies, refusal-skill practice, nutrition and fitness goal setting, body image analysis, consent and boundary discussions, and community health projects. The curriculum also connects directly to the anti-bullying and cyberbullying prevention work of the Massachusetts Aggression Reduction Center (MARC), particularly through units on healthy communication, conflict resolution, bullying, harassment, digital safety, dating violence, and abuse. MARC describes its work as focused on bullying, cyberbullying, peer relationships, bias and diversity, social media use, and school climate, which fits closely with the syllabus’s emphasis on respectful communication, digital citizenship, violence prevention, and relationship skills.

International Baccalaureate Program

The Charter School is an IB World School authorized in both the International Baccalaureate (IB) Diploma Programme and Career-related Programme.

SL – Standard Level, HL – Higher Level

1 credit is earned for a full year course

IB Diploma Program Pathway

(classes taken in both 11th and 12th grade)

• Language and Literature (HL) 
• History  (HL)
• Visual Arts (HL)
• Math: Applications and Interpretations (SL)
• Environmental Systems and Societies (SL)
• Spanish (SL)
• IB DP Core: 
  • Creativity, Activity, Service (CAS)
  • Theory of Knowledge (ToK)
  • Extended Essay (EE)

IB Career Program Pathway

(classes taken in both 11th and 12th grade)

• Two IB courses of the candidate’s choosing (either HL or SL level)
• Completion of IB CP Core:
  • Personal and Professional Skills
  • Service Learning 
  • Reflective Project
  • Language Development
• Completion of 2 years of a Career-Related Study (CRS)
  • Certification/College Courses in an area of CP 

IB Course Student Pathway 

(credit totals include grades 9-12)

• 4 credits English 
• 4 credits of Math
• 3 credit of Science
• 3 credit of History
• 2 credits of Art
• 2 credits of Spanish
• Completion of IB DP Core:
  • Creativity, Activity, Service (CAS)
  • 2 credits IB Theory of Knowledge (ToK)
  • Extended Essay (EE)
• 11/12 grade IB Course students often are required to participate in an Independent Study

For further information about the IB and its programmes, visit www.ibo.org

English

The Grades 11–12 English curriculum explores themes related to racism, persecution, prejudice, identity, power, and belonging through novels, essays, poetry, and other texts. As students examine how characters respond to adversity, exclusion, injustice, and harm, they are also asked to reflect on the ways these themes connect to their own experiences in high school and to the broader responsibility of building a respectful school community. Class discussions provide opportunities for students to consider how language, silence, peer dynamics, bias, and social pressure can contribute to bullying, harassment, or exclusion, as well as how empathy, advocacy, accountability, and allyship can help prevent harm. In this way, the English curriculum reinforces anti-bullying concepts by using literature as a lens for examining human dignity, respectful relationships, and the shared work of creating a positive high school culture free from bullying and harassment.

Independent Study

In Grades 11 and 12, students involved in the IB Course Program may engage in an Independent Study. Planning for hours of engagement will be conducted through the IB Coordinator and the Advisor.  Hours will be determined by placement availability and the IB Course class schedule. Tracking hours of Independent Study is coordinated with the IB Coordinator and the student Advisor.

Physical Education

Physical education within the International Baccalaureate Diploma Programme is designed to complement students’ academic rigor by promoting lifelong health, balance, and well-being. While not a standalone examined subject, physical activity is embedded through the Creativity, Activity, Service (CAS) component, where students engage in purposeful physical pursuits that challenge them to set goals, reflect on progress, and develop perseverance. The program emphasizes personal growth, collaboration, and self-management, encouraging students to explore a variety of activities that support physical fitness and mental resilience. Through this holistic approach, students build habits and skills that contribute to a balanced and healthy lifestyle alongside their academic achievements.