In inquiry-based classrooms, deep meaningful learning-and sometimes action-is our mission. We believe it's not our job just to mention (or "cover") a list of facts and information. Instead, we center exploration around content-related big ideas and questions and connect these with real-world, real-life issues. This kind of program supports children to:

• Develop a growth mindset.

• Live a life full of wonder and curiosity.

• Read and respond critically with an inquisitive mind and even a healthy skeptical stance.

• Explore topics, ideas, and issues, linking them to the wider world.

• Tackle big ideas as they read, write, and research.

• Use comprehension strategies flexibly to turn information into knowledge.

• Interact with text, media, artifacts, teachers, and one another.

• Make thinking visible and demonstrate understanding.

• Think creatively and share new learning.

Approximately one in five Woodland Hills Private School students has a gifted learning profile. The curriculum is designed with tools to individualize and accelerate learning in areas of strength while also addressing the unique social-emotional needs of gifted children. Parents often report that they appreciate our diverse environment where their child is in class with many neuro-typical peers.

Because gifted learners tend to have more complex learning and personality profiles, there are many factors to consider in choosing a school. Here are some questions to consider as you are finding the right school for your gifted or 2e child.

Learn more about Gifted Education at WHPS

We use a workshop approach to literacy instruction as part of our individualized learning model. One of the many benefits of this approach is the meaningful connection that students build between reading great literature and learning and trying out strategies real authors use to become prolific and fluent writers across many different genres.

Lessons often begin by examining strategies used by real authors. Beyond just learning to spell or use punctuation, this approach immerses students in examples of literature and nonfiction writing, where they can see how real authors use a wide variety of strategies to engage readers.

Some of the benefits of this approach:

• Advanced academic opportunities

• Personalized goals for growth

• Fosters creativity and genuine love for reading and writing

• Opportunities to experiment with a wide range of strategies used by real authors (punctuation, engaging story leads, dialogue, literary devices)

• Choice & High Interest - Instead of reading from a prescribed textbook and answering the questions at the end, students “shop” for books in our leveled library. They can choose topics that are of high interest and can practice and apply a wide range of skills (reading stamina, character analysis, making connections, inferring, retelling, fluency)

Phonics and spelling follow a developmental learning progression. Some children may enter kindergarten still learning basic phonics and letter formation, while others may come in already reading and/or writing. This approach enables students to work in small groups based on their individual needs, so no one is held back if they are ready to move ahead, and students who are still developing the basics receive the instruction they need.

We utilize the Singapore Math curriculum and methodology, which is focused on mastery and critical thinking over rote practice. The curriculum is individualized based on students' learning levels, allowing advanced and gifted learners increased challenge and depth as well as acceleration.

One of the key features of the approach is the emphasis on a CPA (Concrete, Pictorial, Abstract) progression. Each new skill is introduced with hands-on manipulatives or real-life objects to help students develop a clear and accurate understanding. Before moving to the abstract concept (algorithm), Singapore Math introduces a pictorial representation, often referred to as the model approach or bar models. This interim visual step is typically missing from many curricula used in the U.S. Finally, once students demonstrate a conceptual understanding, they are able to use the abstract (algorithmic) approach. Instead of pushing through rote memorization, students learn to think mathematically and rely on the depth of knowledge gained in previous lessons.

We also find that the Singapore Math approach transfers nicely as students move into middle schools that use other curricula. The emphasis on critical thinking and problem-solving strategies often enables students to test into the higher math groups.

Our social studies program takes a thematic, project-based approach, which often involves students selecting a sub-topic they find interesting and would like to research and present back to the class. We are also focused on helping students understand historical events and figures, and even modern ones, from many perspectives. Lessons and class discussions often reflect on whose perspective this story is being told from and then explore that same period, event, or figure from other perspectives.

We are deeply committed to diversity, equity, and inclusion, and many projects are designed to explore issues of bias and social justice.

Agree & Disagree Respectfully "Accountable Talk"
Because the program is rooted in the understanding that children learn best through social interaction, much emphasis is placed on teaching children strategies and protocols for respectful discourse. Students practice a variety of strategies for active listening as well as sharing opinions that they can back up with facts.

The best way to learn science is by doing science. Our science program is rooted in hands-on investigation through scientific inquiry/scientific method. The goals of the science curriculum include scientific knowledge, understanding the scientific process, using scientific tools and instruments, academic discourse and communication, and...having fun!

Students Learn

Animal & Nature Studies
Life Science is taught hands-on in the Science & Nature Center. Students explore topics ranging from ecology to animal care, training, and husbandry, to evolution and genetics.

Earth Science
We explore climate change and climate justice, natural resources, geology, ecology, astronomy, meteorology, and oceanography. While there are science-related field trips in all grades, the Earth Science program culminates with fourth and fifth-grade overnight trips to Astrocamp and the Catalina Island Marine Institute.

Physical Science
The study of matter, mechanics, and energy (light, heat, electricity, magnetism, and sound).

Health Science
Students learn about nutrition and how and why to make decisions that promote physical and mental health.

We foster a positive, equitable, and inclusive school culture through a consistent school-wide approach to SEL. Our program focuses on social skills such as self-regulation, flexible thinking, active listening, perspective-taking, and learning how to compromise and find solutions when not everyone in the group agrees.

Some Key Aspects of the Program

• Morning Meeting (AKA Social Skills Class)
  We kick off each new day with an engaging meeting where students and teachers greet one another and participate in fun activities that promote active listening, executive functioning, and critical thinking. There is also a preview of what to expect in the day ahead and an academic warm-up activity.

• Hopes & Goals
  Teachers and students begin the year by sharing individual hopes and goals. This helps to create a cohesive, supportive, and cooperative classroom community.

• Democratically Created Rules
  Each class holds its own constitutional convention to come up with the rules by which they will be governed. This seemingly small step helps ensure that everyone in the classroom community understands and buys into the rules.

• Interactive Modeling
  Each class spends time discussing and practicing what the rules will look and sound like in different areas of the school.

• Energizers
  Short, playful, whole-group activities that provide brain and movement breaks during the day.

• Quiet Time
  A brief, purposeful, and relaxed time of transition that takes place after lunch and recess, before the rest of the school day continues.

• Closing Circle
  A five to ten-minute gathering at the end of the day that promotes reflection and collaboration.

• Positive Teacher Language
  All staff use consistent and empowering language with all students.

• Logical Consequences
  We focus on how the student can fix what went wrong. Consequences are not punitive in nature, but rather they are designed to be relevant (directly related to what went wrong), realistic, and respectful.

• Goal Setting
  Students have many meaningful opportunities to set SMART goals, create a plan, work toward achieving their goals, and celebrate growth and successes.

Lower Elementary (TK through First Grade)
Class size in Lower Elementary will range from approximately 20-24 students with two fully qualified full-time teachers. Two classes are paired together for snack, lunch, and recess. For example, both kindergarten classes will eat and play together as one peer group, keeping the peer group diverse but still manageable for young children. The playgrounds are designed around the physical needs of four-to seven-year-olds. Afternoon specialist classes are 30 minutes long, which aligns with the amount of time on task Lower Elementary students can sustain. There is no homework in TK or Kindergarten. However, a small amount of meaningful homework begins in first grade.

Upper Elementary (Second through Fifth Grade)
Class size will range from approximately 24-26 students with two fully qualified full-time teachers. Homerooms are multi-age and will include second and third graders or fourth and fifth graders, which is a common practice in schools for high-achieving students. Development occurs within a range, not a specific age in these grades. This structure also enables one or both teachers to loop with students for two years at a time, which is shown to increase student achievement. The playgrounds for this age group are designed around the needs of eight to eleven-year-olds. Afternoon specialist classes are 45 minutes long. Homework in second and third grade is still limited to a small amount of work that is supported by research. In fourth and fifth grade, homework includes more long-term projects to prepare students for the expectations in middle school.