The Lower School art program places children at the center of their art-making choices. 一至五年级的学生通过TAB或“艺术行为教学”方法体验艺术，重点是创造超越艺术产品的艺术家. 学生通过自我指导和个人选择来学习艺术思维和艺术创作. They work at their own pace, follow their own lines of inquiry, solve problems and develop skills as they need them. Because everyone is engaged in their own self-directed work, 教师可以单独或小组工作，以区分学生的不同需求.

Music at Head-Royce is built on the foundation of the Orff Schulwerk approach. It begins with the work of children, play! Students’ musicianship is built through the integration of music, movement, speech, and drama with inspiration from celebrations, stories, visual arts, and more. Students imitate, explore, 用个人的表达方式创造，并练习他们变得自信所需的技能, lifelong musicians, and creative problem solvers. Students are active music makers who sing, dance, and play recorders and pitched and un-pitched percussion instruments. They learn vocabulary, musical concepts, how to read music, and how to be engaged listeners of musical works.

海德罗伊斯的四年级和五年级学生参加了一个基于合奏和探索原则的戏剧节目. 学生们学习即兴表演、剧本创作、创意运动和合作讲故事. 他们练习给予对方建设性的反馈，并学会作为观众深思熟虑地回应视觉和表演艺术. Within a supportive ensemble, 学生们学习冒险和探索多种形式的自我表达，包括哑剧, puppetry, and mask. 通过不同故事的演绎，学生们扩大了对周围人的同理心，并获得了表达自己声音的信心.

在LS学习期间，学生们将以各种方式接触到多样性. Through honoring our individuality and unique perspectives, 了解与我们自己不同的群体，真正开始如何接受差异的漫长过程，并看到在历史上被低估的群体的方式，这使得课程丰富，并允许我们的学生被看到和听到. Teachers use stories, current events, community celebrations, history, 书籍和基于项目的活动，深入探讨多样性的主题，并将其编织在我们的课程中. 所有教师(包括专家和班主任)都在多元化领域寻找挑战的机会，并强调学习的机会.

许多年级的课程中都有形形色色的变革者. Students study about what makes a changemaker; looking at obstacles faced by changemakers and how they have made a difference not just in their own community but in the world. 同时，花点时间来表彰当前的变革者和我们个人生活中的变革者，可以帮助学生们开始看到改变世界的模式.

K-5通过绘本以各种适合发展的方式处理社会正义的工作, 足球外围平台公平和正义以及做出改变的人的讨论. 多年的学习在五年级完成了一个完整的社会正义单元和项目.

K-5教师接受了足球外围平台实施欢迎学校课程的培训，该课程是人权运动的一个项目，提供了足球外围平台性、性别、性别和性别群体资源的全面指导，并涵盖了家庭多样性, gender stereotyping and name calling.

The school's curriculum emphasizes ecological sustainability, environmental health, nutrition, personal responsibility and leadership. 环境可持续发展的努力通常反映在社区参与活动中，学生参与当地的溪流和海滩清理, and learning about food cultivation and helping to harvest veggies. The students also participate in garden class weekly. 回收、减少浪费和堆肥是教给所有学生的重要元素. 最后的花园活动包括丰收节和地球日庆祝活动.

The language arts program 从幼儿园的阅读和写作技巧的介绍开始，到五年级的独立学习达到高潮, confident readers and writers. Instruction in the primary grades emphasizes phonics, fluency, vocabulary, and comprehension as our young students learn to decode and read. 小学高年级建立并加强基本的阅读理解和词汇能力. A love of literacy and language infuse every classroom. Writing instruction and assignments are integrated into the reading, social studies, and science curricula. The library and technology specialists support classroom lessons.

The Lower School math program 培养能够计算、解决问题和灵活思考的数学思考者. 在数学课程的六个部分中，技能是逐年培养的, number sense, operations and computations, measurement and geometry, patterns and relationships, mathematical reasoning, and data analysis. 概念从具体到抽象的层次，用可操作的材料教授, texts, workbooks and technology. 我们的数学专家通过与教师在课程开发和与学生小组合作，支持差异化教学和丰富.

The Lower School physical education team has developed a robust program that meets the needs of all students. The primary curriculum comes from a group called SPARK, 哪个是一个基于研究的项目，促进终身活动和健康. 海德罗伊斯的设施使我们的教师能够超越SPARK计划的范围, with the addition of swimming, tennis, and basketball. 我们还引进瑜伽和综合健身教练，进一步完善课程，确保学生均衡成长.

The science curriculum 向低年级学生介绍生命科学、物理科学和地球科学的各种单元. Each year brings more complexity to the skills of questioning, observing, hypothesizing and experimenting. 科学资源教师和设备齐全的科学实验室支持课堂教学.

社区参与被定义为“一种将社区服务与学术研究相结合以丰富学习的教与学方法”, teach civic responsibility, and strengthen communities." 学生参与社区参与项目，这些项目对参与者和被服务的人都是相关的和有价值的. 它是学习过程中不可分割的一部分，与学术研究有直接联系. 社区参与活动应该为学生提供机会来处理他们的学习，并评估项目的有效性和成功. Through community engagement programs, 学生们会遇到并欣赏不同的背景和观点. 学生是项目的积极合作伙伴，在规划中有发言权, implementing, and evaluating the service activities. 社区参与项目的进展和成就与教育领导人分享, and others, to help sustain program support and high quality standards.

研究表明，情绪智力与儿童的许多积极成果有关, including improved cognitive and social functioning, psychological well-being, and higher academic performance. 发达的情商也与较少的压力和倦怠以及更高的课堂满意度有关. 我们自己的非正式观察表明，高情商班级的学生更投入, behave in more prosocial ways, and learn better. 响应课堂实践是用来创造一个积极的社区和归属感在低年级.

At Head-Royce our emotional intelligence, 更广泛地说，社会情绪学习(SEL)在所有的课堂上都被明确地教授. SEL计划促进成功的关键因素是使用全面的, integrated and authentic approach, which we have found in the Toolbox™. This research-based, 社会和情感学习(SEL)项目有助于培养“恢复力”, self-mastery, and empathy for others.“工具箱的美妙之处在于它唤醒了每个孩子的自我意识，并培养了利用现有资源的能力，这些资源可以应用于成功的学习经验和积极的人际关系. 与工具箱™一起，我们的学生定期练习正念.

Student Support Services comprises a collaborative team of a learning specialist, counselor, nurse, 以及促进学术发展的副校长, behavioral, and social emotional well-being. 我们的学校社区因思想家和学习者的多样性而丰富，他们每天都在学习活动中发挥自己的才能. 这些人与专业团体一起工作，提供一个支持性的学习环境, positive social skill development, and emotional balance. 这种合作模式丰富了所有学生在低年级学习过程中的经验.

The social studies curriculum 培养对尊重和培育社区组成部分的理解. Study begins with family, friendships, and self, and gradually expands to include local, regional, and international communities. Students study the history of California and the early United States. A variety of print and Internet resources, interviews, videos, 实地考察有助于获取知识和理解社会研究, history, globalism, multiculturalism, and ecological literacy.

Technology and design is integrated into all classrooms. Technology is implemented in a relevant, developmentally appropriate, 为所有K-5年级的低年级学生提供技能和计算机科学教育的创新发展. 课程的目的是明确地教学生如何成为数字公民和导航工具 & skills for research projects. Technology is used to promote design innovation, 差异化教学和合作，以最好地提高学生的学习. A designated space, IDEA的创建不仅是为了满足科学和工程丰富的需要, but also for design thinking. Applying project-­based practices, 加强各年级学生学习的广度和深度，特别是与科学相关的学习, engineering and technology is also relevant at Head-Royce. Design allows for, 并结合解决问题的设计思维模式，培养创造性的动手构建原型.

The Head-Royce World Languages Department offers three languages: French, Mandarin Chinese, and Spanish. In kindergarten, 学生在决定他们在低年级剩余时间的学习课程之前，将在12周的时间内轮流学习这三种语言.

我们的团队由来自世界各地的教师组成. Language teachers provide an interdisciplinary education, encourage critical thinking, 并以各种方式吸引学生，这些方式需要多种优势和创造性技能.