Birchwood School was established in 1984 by a handful of parents having
the express purpose of giving their own children the best education
possible while nurturing stellar personal characteristics and work ethics
Now, more than two decades later those children have moved on, but the
passion for our mission continues. We at Birchwood School are poised to
do whatever is necessary to build character in our students through
challenging academics.
Building character requires consistent programming that cultivates habits;
habits form the basis for lasting character. There is much truth in an age-
old proverb: good thoughts produce good behavior; good behavior
produces good habits; good habits build good character, and good
character shapes destiny. At the same time, challenging academic
curriculum requires a continuing effort to identify and implement
educational components that result in stellar achievement. In the process
of developing and refining our program and curriculum, we have chosen
eight “pillars” that inform our efforts. These pillars are rooted in research,
history, and our own evolving experience during our quest to provide the
best education to every child at Birchwood.
Our first pillar informs us that all curriculum design and pedagogy must be
time-tested and research-based. When making decisions about academic
content or teaching methodology, we are careful not to jump on
educational bandwagons or blindly follow theoretical trends. We use
historical precedents: “Does history show us that this content is
appropriate or that this method works? What is the track record of student
achievement under this approach?” Then we check with the research:
“Where and what is the empirical data to support the success of this
approach?”
But as we let time-test and research-based inform our decisions, we do
not allow precedent to constrict us. After asking these questions, we are
prepared to learn and innovate, and we have developed some of our own
curriculum that has enhanced student achievement.
Our second pillar informs us that we must benchmark our curriculum
content, that is, we need to identify the schools and the academic
programs in the United States and abroad that have demonstrated
superior student achievement. We seek to discover, “What levels of
academic achievement are other schools able to reach with their
students? How do they get there? What materials do they use? How does
is the academic program designed?” When we find superior programs, we
unabashedly learn what is being done and improve our own program.
Our third pillar informs us that good education is rooted in a sound
taxonomy of thinking skills. Benjamin Bloom’s taxonomy of thinking skills, a
well-respected hierarchy of thinking skills, helps us building all levels of
thinking skills into each subject area. Bloom’s taxonomy with knowledge
and understanding but extends to application, analysis, synthesis and
evaluation. In other words, students at a basic level must learn to learn,
study, memorize and master bodies of information. From this base, they
can learn how to think: apply knowledge, analyze it, synthesize it into new
forms, and evaluate it against other bodies of knowledge.
Our fourth pillar informs us that curriculum design at the elementary and
middle school level must be systematic. A well-defined curriculum for each
grade level in each subject must build upon itself year after year. A robust,
detailed, academic foundation, formed in elementary and middle school,
enables students to excel in high school. Quality teachers may bring fresh
inspiration or creative strategies to the curriculum, but the scope and
sequence remains constant, adjusting only for the speed at which
students proceed through coursework.
Our fifth pillar informs us that student attitude and student work ethics are
just as important to the learning process as good curriculum and good
teachers. To this end, we have developed special curriculum to foster
these virtues. In morning openings, students listen to stories of great
individuals and great historical events that illustrate qualities such as
industry, self-discipline, courage, and compassion. These stories help
etch lasting impressions in the mind and conscience of each child.
Furthermore, we expect and demand student performance to be
commensurate with each student’s ability. We expect each child, whether
of average or superior intellectual ability, to produce work commensurate
with their abilities, and to recognize that hard work, self-discipline, and
perseverance play a much greater role in future success, than does mere
talent.
Our sixth pillar informs us that parents and teachers must maintain a
close, communicative relationship concerning the academic, social and
emotional needs of students. To this end our, not only do we hold regular
parent meetings, but we maintain a open door policy toward parents in
order to quickly and thoroughly address any issues that arise.
Our seventh pillar informs us that great teachers are needed if students
are to learn at high levels. Great teachers must not only know their subject
matter well, but they must always be ready to “go the extra mile” with each
student, whether for remedial work or advanced work. Furthermore, great
teachers recognize the need to work in harmony with the school’s
curriculum, faculty, and administration. They play an essential role in not
only making their own classrooms exciting and challenging, but also in
keeping the environment of the school happy, positive, and productive.
Finally, our eighth pillar informs us that because our mission is particular
as it relates to both character development and academic excellence, we
need to augment the core curriculum with an array of special programs
(line here) that help us refine our program and provide students with
maximum benefit. Items such as character classes, leadership class, study
skills and research skills classes, programming for gifted students, are but
some of the opportunities we provide.
The following links will bring you to a brief discussion of each subject and
the corresponding syllabi:
> Reading Curriculum
> Mathematics Curriculum
> Language Arts Curriculum
> Science Curriculum
> Social Studies Curriculum
> Computer Instruction
> Music Overview
> Spanish Syllabi
the express purpose of giving their own children the best education
possible while nurturing stellar personal characteristics and work ethics
Now, more than two decades later those children have moved on, but the
passion for our mission continues. We at Birchwood School are poised to
do whatever is necessary to build character in our students through
challenging academics.
Building character requires consistent programming that cultivates habits;
habits form the basis for lasting character. There is much truth in an age-
old proverb: good thoughts produce good behavior; good behavior
produces good habits; good habits build good character, and good
character shapes destiny. At the same time, challenging academic
curriculum requires a continuing effort to identify and implement
educational components that result in stellar achievement. In the process
of developing and refining our program and curriculum, we have chosen
eight “pillars” that inform our efforts. These pillars are rooted in research,
history, and our own evolving experience during our quest to provide the
best education to every child at Birchwood.
Our first pillar informs us that all curriculum design and pedagogy must be
time-tested and research-based. When making decisions about academic
content or teaching methodology, we are careful not to jump on
educational bandwagons or blindly follow theoretical trends. We use
historical precedents: “Does history show us that this content is
appropriate or that this method works? What is the track record of student
achievement under this approach?” Then we check with the research:
“Where and what is the empirical data to support the success of this
approach?”
But as we let time-test and research-based inform our decisions, we do
not allow precedent to constrict us. After asking these questions, we are
prepared to learn and innovate, and we have developed some of our own
curriculum that has enhanced student achievement.
Our second pillar informs us that we must benchmark our curriculum
content, that is, we need to identify the schools and the academic
programs in the United States and abroad that have demonstrated
superior student achievement. We seek to discover, “What levels of
academic achievement are other schools able to reach with their
students? How do they get there? What materials do they use? How does
is the academic program designed?” When we find superior programs, we
unabashedly learn what is being done and improve our own program.
Our third pillar informs us that good education is rooted in a sound
taxonomy of thinking skills. Benjamin Bloom’s taxonomy of thinking skills, a
well-respected hierarchy of thinking skills, helps us building all levels of
thinking skills into each subject area. Bloom’s taxonomy with knowledge
and understanding but extends to application, analysis, synthesis and
evaluation. In other words, students at a basic level must learn to learn,
study, memorize and master bodies of information. From this base, they
can learn how to think: apply knowledge, analyze it, synthesize it into new
forms, and evaluate it against other bodies of knowledge.
Our fourth pillar informs us that curriculum design at the elementary and
middle school level must be systematic. A well-defined curriculum for each
grade level in each subject must build upon itself year after year. A robust,
detailed, academic foundation, formed in elementary and middle school,
enables students to excel in high school. Quality teachers may bring fresh
inspiration or creative strategies to the curriculum, but the scope and
sequence remains constant, adjusting only for the speed at which
students proceed through coursework.
Our fifth pillar informs us that student attitude and student work ethics are
just as important to the learning process as good curriculum and good
teachers. To this end, we have developed special curriculum to foster
these virtues. In morning openings, students listen to stories of great
individuals and great historical events that illustrate qualities such as
industry, self-discipline, courage, and compassion. These stories help
etch lasting impressions in the mind and conscience of each child.
Furthermore, we expect and demand student performance to be
commensurate with each student’s ability. We expect each child, whether
of average or superior intellectual ability, to produce work commensurate
with their abilities, and to recognize that hard work, self-discipline, and
perseverance play a much greater role in future success, than does mere
talent.
Our sixth pillar informs us that parents and teachers must maintain a
close, communicative relationship concerning the academic, social and
emotional needs of students. To this end our, not only do we hold regular
parent meetings, but we maintain a open door policy toward parents in
order to quickly and thoroughly address any issues that arise.
Our seventh pillar informs us that great teachers are needed if students
are to learn at high levels. Great teachers must not only know their subject
matter well, but they must always be ready to “go the extra mile” with each
student, whether for remedial work or advanced work. Furthermore, great
teachers recognize the need to work in harmony with the school’s
curriculum, faculty, and administration. They play an essential role in not
only making their own classrooms exciting and challenging, but also in
keeping the environment of the school happy, positive, and productive.
Finally, our eighth pillar informs us that because our mission is particular
as it relates to both character development and academic excellence, we
need to augment the core curriculum with an array of special programs
(line here) that help us refine our program and provide students with
maximum benefit. Items such as character classes, leadership class, study
skills and research skills classes, programming for gifted students, are but
some of the opportunities we provide.
The following links will bring you to a brief discussion of each subject and
the corresponding syllabi:
> Reading Curriculum
> Mathematics Curriculum
> Language Arts Curriculum
> Science Curriculum
> Social Studies Curriculum
> Computer Instruction
> Music Overview
> Spanish Syllabi
Birchwood School
A private elementary school serving grades 1 through 8
| 4370 West 140th Street Cleveland, OH 44137 Office: 216.251.2321 Fax: 216.251.2787 |
Core Curriculum
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