We welcome our children into an appealing and safe environment where they acquire knowledge and become well-skilled in language arts, mathematics, and research. We develop reading abilities through both phonics training and engagement with outstanding children's literature. Our students learn to appreciate great writing and to read closely and critically. Through widely varied creative and researched writing projects, our students have the chance to explore both the real world and the world of their imagination. With daily practice in writing, revision and rewriting, our children graduate with excellent writing skills.

Our enriched math program is sequenced so that each year reviews and then builds on the prior year's skills. We use a multiplicity of math-related tools, including manipulatives, graphs and drawings, to ensure that students develop a deep understanding of the subject matter. We use real-world problems to illustrate math's usefulness and to develop critical thinking skills. At HDS, math class is fun!

In addition to language arts, mathematics, science and social studies, the "specials" classes of music, technology/computers, art, physical education and library are taught by extremely well qualified and devoted professionals whose lesson plans are full of activity-based projects and who ensure that every child is challenged.

Project-based Learning: Exploratory and Individualized

Project-based learning is a hallmark of the curriculum in the upper grades.  In project-based learning, each student chooses a unique project to explore.  After conferencing with teachers, students take responsibility for their own learning, assessing their own progress relative to agreed-upon outcomes.  Student projects can be in any academic discipline.  Students work on their projects, either alone or in small groups, a few times a week for 45 minutes.  In project-based learning, students are placed at the center of their own education.  They learn not only the concepts in the project, but also how to organize their thoughts, and how to manage a complex project in a limited amount of time.  Students work on a project for approximately 6 weeks and then present their work to the other students, often by using our SMART Board technology.  Project-based learning is based on our guiding principle that education is not one size fits all; students learn in many different ways.  

Examples of student projects include: constructing an architectural model of the school, studying paleoanthropology which is the study of fossilized pores and pollen, studying how the health of the brain is diagnosed, making fabric dyes made from the juices of vegetables, studying the concept of time in the Bible, writing fictional stories, producing movies, or making math board games.

Teacher Collaboration

Teacher collaboration across disciplines is also an important part of the school’s approach to learning.  Different methods of instruction reach a greater variety of learning styles, and teachers specialize in different areas.  Collaboration results in maximizing these talents for the benefits of the students.  The cooperation that the students observe among teachers serves as a model for positive teamwork.  The collaboration will often be seen in the integration of technology into the curriculum.  For example, technology was intertwined with the learning of Hebrew language for second graders when the students wrote their own Hebrew music raps about the holiday of Sukkot.  As part of their lessons in technology, the students learned how to use a computer program for creating unique blends of musical sounds and choosing a tempo.  They learned how to loop the music.  They wrote the words to their raps, and recorded their original songs.  Students gained rhythm awareness and skills in using music software.  They also experienced the joy of the holiday through singing and creating their own educational products.

Student Mentors

At HDS, students often learn by teaching others.  For example, younger students will practice their Hebrew by reading to preschoolers at the JCC.  Fifth graders are trained to be mentors in the computer lab.  The teaching of younger children is part of their development as leaders and mentors.  Teaching others is an effective way of reinforcing their own understanding, and learning how to be patient and creative. 

Through the kind of individualized attention that only a small school can provide, we encourage our children to find a personal connection to the subject matter of study while at the same time providing the sort of guidance that allows them to acquire the discipline and habits of mind necessary for higher academics. We provide resource teachers for students who need extra enrichment as well as those who need additional assistance.