Academics

Kindergarten students begin the process of learning to express themselves through art. They are introduced to different mediums and how to use them, geometric shapes, basic color theory, and basic two-dimensional and three-dimensional design. Students are introduced to art history and the importance of art in other cultures.

In first grade students build on the art basics they learned in kindergarten. In two-dimensional design, they are introduced to still-life, portraiture, landscape drawings and paintings with emphasis on patterns, line rhythm, and shape. They also experience three-dimensional design including paper and textile weaving and stitchery. Students are introduced to facts and techniques in art history and cultural studies. 

Second grade art students expand their knowledge of the various mediums artists use. They study color theory with the introduction to watercolor. Students continue learning about three-dimensional art, creating more complex sculptures and realistic forms. Art vocabulary expands as they learn how to discuss and critique each others work. Their art history knowledge increases as they are introduced to new artists and art from different cultures.

In third grade the concepts that students begin to master become more complex. In color theory they begin to learn how to use color as a form of expression. Through their mastery of two-dimensional design, they begin to master composition and mood. Their knowledge of three-dimensional design provides them with the tools to begin to comprehend architectural concepts and other real world applications of art.

In fourth grade students learn the finer points in creating art. Art concepts are more refined while their mastery and use of various mediums become more controlled. They explore different art styles and movements and learn how artists through time have expressed their cultural identity through their art. Digital photography combined with computer and technical art skills begin an experimental stage. Interdisciplinary projects are ongoing.

Fifth graders utilize their mastery of various mediums, techniques and art concepts to more fully express themselves. They understand how each medium works and how one might be more preferable over another to obtain the effect for a particular assignment. Students use their knowledge of art history and the art of various cultures in their own art work. They are introduced to computer graphics and computer-aided design.

Portaportal has a specific category for Internet Safety at the K/1 Level. The site we use for our Internet Safety Unit for K/1s is called NetSmartzkids.org and lessons are taught by Clicky the robot. Students go to NetSmartzKids to view videos with safety information and activities. They are specifically taught not to share any personal information online such as their name, address, phone number, school name, and family information and to be cautious when approached by strangers. They are advised to tell a parent or trusted adult if they find themselves in a scary or uncomfortable situation.

Grade 2/3 links are on Portaportal in the Internet Safety category sub category, 2/3 Level. The repeated message teaches students not to share any personal information with strangers. Grade 2/3 students access information from NetSmartzkids.org and BrainPop, Jr. (Internet Safety). New information on bullying, cyberbullying, and online safety has been added to the Internet Safety unit so students can identify particular behavior and seek help. If they are presented with a situation that makes them feel sad or uncomfortable they are instructed to tell a parent or trusted adult.

Grade 4/5 links are on Portaportal in the Internet Safety sub category, 4/5 Level. The Internet Safety Unit provides information for students when using the Internet. BrainPop provides videos and activity sheets to complete. Topics covered are online safety, digital etiquette, bullying and cyberbullying. They are reminded not to provide any personal information to strangers online, not to share their passwords, use good manners when sending messages, post only pictures that they have permission to post, and be caring and show empathy toward another person's feelings online and offline.

1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.

The RMMS Physical Education program helps students develop the lifelong skills, knowledge and confidence needed to choose healthy, active lifestyles.  Children grow physically, socially and emotionally through fun, cooperative activities which promote well-being. Our Physical Education curriculum incorporates elements of the PYP Units of inquiry to create deeper learning.

Students in grades K-5 experience a variety of activities in a positive and caring environment which encourages challenging oneself in order grow. The various needs of our students are met by providing lessons that are appropriate for each child’s developmental stage and ability level. The physical education curriculum guides students towards the mastery of basic locomotor movement skills, non-locomotor skills, manipulative skills and movement concepts. These skills are applied to specific sports in the upper grade levels. Age-appropriate games are played encouraging players to demonstrate good sportsmanship and taking responsibility for their actions.  For the safety of themselves and others, students are expected to be caring and principled by following directions. 

• Locomotor movements
• Throwing and Catching games
• Kicking games
• Circus skills
• Games from different cultures
• Rolling (bodies, scooter boards, balls)
• Balancing stations
• Parachute Activities
• Bowling
• Physical Fitness and health- making healthy choice
• Stations (variety of skills)

• Chasing, Fleeing, Dodging games
• Games from different cultures
• Soccer skills
• Circus skills
• Jump Roping
• Stations (variety of skills)
• Dribbling, Volleying, Striking
• Throwing and Catching Games
• Bowling
• Parachute Games
• Physical Fitness and health- making healthy choices

• Games from different cultures
• Soccer skills
• Circus skills
• Badminton
• Stations
• Basketball skills
• Bowling
• Volleyball skills
• Physical Fitness and health- making healthy choices and Connecticut Physical Fitness Assessment (CPFA)

• Physical Fitness 1- CPFA 
• Badminton
• Circus
• Basketball skills and team games
• Floor Hockey skills and team games
• Invasion games
• Jazz dance (year B)
• Volleyball skills and team games
• Physical Fitness and health- making healthy choices

Students will begin to respect cultural diversity and develop self-pride by identifying and sharing their cultures through play, family, traditions, language, history and the Arts.

Students will begin to develop compassion and empathy towards others and the community and work cooperatively with adults and peers.

Students will begin to make positive changes in society by exploring different perspectives. Students begin to see that they can make a positive contribution to the school community.

Students will begin to respect cultural diversity and develop self-pride by identifying and sharing their cultures as well as other cultures through play, family, traditions, language, history and the Arts.

Students will begin to understand concepts such as prejudice, stereotyping, racism, segregation, equality issues and the effects of these concepts on self and others.

Students will continue to exhibit compassion and empathy towards others and the community. This will be accomplished by working cooperatively with adults and peers to engage in meaningful community service experiences.

Students will make positive changes in society by exploring different perspectives. Students see that they can make a positive contribution to school, family and extended community.

Students will continue to respect cultural diversity and develop self-pride by identifying and sharing their cultures as well as other cultures through play, family, traditions, language, history and the Arts.

Students will understand and demonstrate concepts such as prejudice, stereotyping, racism, segregation, equality issues and the effects of these concepts on self and others.

Students will continue to exhibit compassion and empathy towards others in their community and the global community. This will be accomplished by working cooperatively with adults and peers to engage in meaningful self-initiated community service experiences.

Students will make positive changes in society by exploring different perspectives. Students will practice being a change agent to make positive contributions to school, family and extended community.

Kindergarten Goals: Kindergarten students will learn basic computer operations, technology terminology, and drawing tools. They are taught how to use correct keyboarding and mouse skills, Internet Safety, coding, and the programming of robots.

Learning Objectives

Students will:
1. Learn to care for and respect all hardware and equipment in the lab and in the classroom.
2. Identify the computer, input/output devices, (Qwerty keyboard and mouse) and the display. 
3. Learn new terminology.
4. Be able to use the keyboard and mouse properly. 
5. Reinforce identifying letters on the keyboard using online keyboarding programs. 
6. Use correct keyboarding posture at the computer.
7. Acquire basic computer skills through various applications.
8. Use drawing tools to illustrate.
9. Use browser-based Web applications through RMMS’s Portaportal.
10. Learn Internet safety and stranger danger.
11. Be introduced to basic coding and robotics.

First Grade Goals: First grade students will develop their keyboarding skills and drawing tools. Browser-based Web applications include the Internet Safety Unit, coding, robotics and activities to support the math, literacy, and science curriculum. Illustration programs are used to create original works.

Students will:
1. Continue using basic keyboarding skills.
2. Identify and use the keyboard keys (return, enter, delete, and the ”helper keys” such as command and shift.
3. Use the computer to reinforce writing skills.
4. Access curriculum supported browser-based Web activities using Portaportal.
5. Use an illustrating program.
6. Continue learning how to code and program a robot.

Second Grade Goal: Second grade students are introduced to two-hand touch-typing developing their word processing and editing skills. Browser-based Web applications include the Internet Safety Unit, coding, robotics and activities to support the math, literacy and science curriculum. Illustration programs are used to create original works.

Students will:
1. Be introduced to home row placement of hands using the web-based program, Dance Mat Typing.
2. Be introduced to text editing tools to change font style, size and color.
3. Use a word processor to learning editing skills and to continue to reinforce writing skills.
4. Produce small samples of written work.
5. Be introduced to additional commands: edit, delete, copy/cut and paste, save and print.
6. Be introduced to the editing process of proofreading, spell checking, saving and publishing.
7. Use browsers to access teacher previewed sites on Portaportal.
8. Access and save work to a shared folder on the network.
9. Continue learning coding.
10. Introduction to robotics programming.

Third Grade Goals: Third grade students use two-hand touch-typing for word processing/editing skills. Browser-based Web applications include the Internet Safety Unit, coding, robotics and activities supporting the math, literacy and science curriculum. Illustration programs are used to create original works.

Learning Objectives including Second Grade’s

Students will:
1. Develop keyboarding skills using the online application, Dance Mat Typing.
2. Attain keyboarding goal of typing from home row.
3. Continue to write, proofread, edit, spell check, save and publish using a word processing program.
4. Continue using editing tools to demonstrate student creativity.
5. Continue to learn online safety including digital etiquette, bullying and cyberbullying.
6. Develop their coding skills.
7. Introduction to WeDo 2.0 LEGO Education kits and the WeDo app for programming robotic models.

Fourth grade students use the two-hand touch-typing technique for word processing/editing. Other units taught are Internet Safety, coding, and building and programing with robotics.

Students will:
1. Continue to develop keyboarding skills to encourage two-hand touch-typing without looking down at the keyboard.
2. Continue to learn online safety including Internet safety, digital etiquette, bullying and cyberbullying.
3. Extend writing, editing, proofreading, and spell checking skills using a word processing program.
4. Create, edit, and save specific assignments.
5. Research topics using the Internet to create a report.
6. Create illustrations using a drawing program.
7. Create an interactive animation using coding.
8. Develop their coding skills.
9. Introduction to WeDo 2 LEGO Education kits and the WeDo app for programming robotic models.

Fifth grade students continue to increase their keyboarding skills to become better writers. Other units taught are Internet Safety, coding, and building and programming with robots and Legos.