The Merriam School operates on a set of educational principles that have been developed over years of discussion and practice. Learn about these foundational principles in the Merriam School Handbook. What we teach in the classroom derives directly from these foundations in conjunction with the curriculum requirements of the Acton Public School System. See the Acton Public Schools Objectives and Standards for details about specific subjects. At Merriam, we base our curriculum on themes and projects. Communication is the theme for this year. See examples of Project-based Learning at Merriam.
Class Looping: At Merriam, we loop classes together for a two-year period with the same teacher (first graders stay
together with the same teacher for second grade; third graders stay together with the same teacher for fourth
grade; fifth graders stay with the same teacher for sixth grade.)
Class Groupings: The Merriam School believes that the development of a safe and supportive classroom community provides the anchor for children's academic and social emotional success in school.
The staff works closely and thoughtfully together at the end of each school year to structure classes for the following fall. Serious consideration is given to the following:
Grouping children with a comfortable peer (a peer with whom they work well!)
Balancing classes with respect to numbers of students, gender, special education neeeds, and academic, social, and emotional strengths and weaknesses.
Family Groupings: At Merriam School we value community. Supported by parents and teachers, all students are organized into mixed-age groupings. Students participate in the same family group (whenever possible) throughout their Merriam career. Embarking on all-school field trips, participating in core value work and experiencing school theme day celebrations, the children develop and deepen ongoing relationships which foster a strong sense of community. As students advance through the grades, they take on more responsibility.
Classroom Assistants: Assistants are key supports in every classroom. The prime function of all fund-raising activities and efforts at Merriam School is to provide teachers with classroom assistants. Assistants work an average of 18 hours a week in a variety of ways, including: supporting project-based curriculum, working with small groups and individuals, supervising daily lunch and recess, and organizing materials.
Grade Level Meetings: Teachers on the same grade level meet weekly for an hour and a half on Friday (during the school day) to collaboratively develop meaningful curriculum, including projects.
Faculty Meetings: Merriam faculty meet regularly according to contract guidelines. Meetings are opportunities to discuss current teaching and learning topics of interest.
Triads: Triads is a peer mentoring model that consists of groups of three teachers (from across grades and disciplines) who support and observe one other during the teaching day on a monthly basis.
All School Meetings: Monday mornings and Friday afternoons, the whole school gathers together to start and end the week as a community. Students and teachers showcase curriculum via poems, plays, performances and other presentations.
Project-based learning is a teacher-generated approach to curriculum that is organized, planned, integrated, hands-on and authentic. A project may be short term or long term. The Merriam School staff believes that experiential, hands-on studies provide the richest opportunities for the development of students' skills, self confidence, sense of responsibility, and enthusiasm for learning while supporting various learning styles. For this reason, whenever appropriate, the Merriam School offers a project based curriculum. All students participate in a variety of projects over the course of a year. Math, science language arts, social studies, and the arts are integrated into interesting, challenging, student-driven projects.
Much instruction is done within the contexts of these projects. Other explicit instruction and experiences are provided as well, to introduce, reinforce, complement, and enhance student learning. Examples of Projects around Merriam School are provided on this site.
"What is a project? A project is an in-depth study of a particular topic that one or more children undertake... Work on a project might extend over a period of days or weeks, depending on the children's ages and the nature of the topic... Projects usually involve children in advanced planning and in various activities that might require several days or weeks of sustained effort. This approach emphasizes the teacher's role in encouraging children to interact with people, objects, and the environment in ways that have personal meaning to them. As a way of learning, it emphasizes children's active participation in their own studies... An overall aim of this approach is to cultivate the life of the young child's mind. In its fullest sense, the term mind includes not only knowledge and skills, but also emotional, moral, and aesthetic sensibilities." (Engaging Children's Minds: The Project Approach) by Lilian Katz and Sylvia Chard
Jobs and service are structures at Merriam that provide students with meaningful work to deepen their understanding of community and help them experience a sense of commitment, responsibility, and pride. School jobs are purposeful and planned at Merriam. All students in grades one through four have grade level jobs within the school. They provide services that allow us to have a store, report the news, send mail throughout the school, and have beautifully cared-for plants in the lobby.
Students in the first grade have the job of running the school post office. It is usually up and running by Valentine's Day. Each classroom chooses an address, receives an address book, and a letter template. Children are encouraged to write to classmates/schoolmates and send their letters through the school's post office. We highly encourage families to use our post office as well. First graders and volunteer parents sort, stamp, and deliver the mail. Look for more information about the post office in upcoming newsletters.
The second grade service-learning project for the year is to care for the Merriam School plants in the common areas. Each second grade class will maintain the plants on a monthly schedule. Students will learn about responsibility while educating the larger community about the importance of plant care. By caring for a common space in the school, students develop respect for themselves and others in their immediate community.
The third grade will be using their math and organizational skills in running the Merriam School Store. Committees of students research items to order, conduct advertising, and determine how profits will be allocated. In addition to interacting with student consumers when the store is open for business, students must count the money, check the inventory, order supplies, and arrange to deposit earnings.
This year the fourth graders will be providing a variety of services to the Outdoor Classroom. In partnership with Cathy Fochtman, students will be researching plants that can be added to the garden in an attempt to attract butterflies and hummingbirds. After completing their study on Fast Plants, students will be aware of the variables that impact plant growth and will consider these when choosing plants for the garden. Before spring, students will start the plants from seed in the classroom.
Other classes will begin designing a guidebook for visitors to use when they are visiting the Outdoor Classroom. After students identify plants and animals that are found there, they will provide detailed pictures and short descriptions within the guidebook. Classes will also help with trash pickup in the area.
If parents are interested in helping with this project, please contact your child's classroom teacher for further information.
Fifth and sixth grade teachers (and their students) will work on a technology integration project. Stay tuned for more information.
Most jobs take place during part of the school year, are shared by grade level, and include all students. Many parent volunteers contribute service in order for our students to have these experiences. The seeds of service were planted when the school opened and have sprouted up every year with individual and pairs of students developing plans and carrying out varied service projects throughout each school year.
These efforts are run entirely by students, and some have become annual events. Included this year in plans are:
Children learn to share their time and resources and acquire new skills (caring for plants, running a business, understanding expenses, managing profits, and advertising). They also feel a sense of purpose and satisfaction in a job well done. Most of these skills will probably not be tested on the MCAS, but we believe they will contribute to well-rounded, meaningful lives for our students. At the end of their sixth grade year at Merriam, students will have had a variety of jobs that will have widened their view of the world and put them in contact with people and ideas not necessarily in the Acton Public Schools curriculum. These are the ultimate social studies experiences. Our students can and do make a difference in the lives of others.
