Curriculum at Hebrew Day School is ever-evolving: each student and each teacher breathes new life into it. The curriculum is grounded in standards and grade-level expectations, but flexible enough to meet and teach all students where they are. Every individual contributes to the collective whole, as we continually evaluate and refresh it.
We support the curriculum through:
- A challenge-based, supportive, and exciting learning environment
- High expectations, coupled with a supportive environment that allows students to move beyond their comfort zones and rise to the challenges before them.
- A rigorous process of thinking, developing skills, and understanding.
Our curriculum: born out of wonder yet grounded in rigor.
Equipping Our Students
Hebrew Day School gives its students the inspiration, tools and competencies needed to be confident and engaged participants in Jewish life.
Our dual curriculum equips our students with:
- An understanding of Jewish texts and practices.
- A grounding in the Hebrew language, which is taught as both the modern and biblical language of our people.
- A connection to the State of Israel.
- The ability to find their individual places and voices within our tradition.
Learning at Hebrew Day School is challenge-based, supportive, developmental and exciting. Our curriculum is ever-evolving; each student and each teacher breathes new life into it, as we believe that every individual contributes to the collective whole.
Grounded in standards and grade-level expectations yet flexible enough to meet and teach all students where they are, our curriculum is continually evaluated, updated and refreshed. It is born out of wonder yet grounded in rigor. High expectations coupled with a supportive environment allow students to move beyond their comfort zones and rise to the challenges before them.
Our emphasis is on process: the process of thinking, the process of developing skills, the process of understanding. This is the process of learning.
"The students in the room were terrific at asking questions. They had questions, rather than just sitting there; their questions were authentic, rather than attempts to show off or compete with the presenters; they weren't afraid to ask questions that really showed the limits of their own knowledge but instead preferred to ask and learn more; they asked questions that showed they were imagining the process of discovery as well as the information known at the end. That's seriously impressive. And it doesn't happen by accident. It's the kind of thing that happens when a culture of a certain kind of questioning and conversation is deliberately fostered."