小学

Step into our elementary school, where learning becomes an adventure grounded in faith 和 excellence. At Fremont Christian, we believe that a Christian education not only provides academic advantages but also fosters holistic development, ensuring that every child thrives emotionally, intellectually, 和 spiritually. Our dedicated teachers create dynamic learning experiences that ignite curiosity 和 inspire a love for knowledge. Rooted in our Christian identity, we empower students to navigate the world with integrity 和 purpose, equipping them with values that transcend the classroom. We recognize the importance of parental involvement 和 warmly welcome parents to engage in community-building events, forging connections that strengthen the educational journey of each child. The habits 和 skills developed in elementary lead to 97% of our high school students being UC eligible, 与51相比.7% of high school seniors statewide. (来源: The Orange County Register)
 

小学 CURRICULUM OVERVIEW

The FCS English language arts (ELA) curriculum reflects a workshop framework: students reading 和 writing across genres, making textual connections, 和 communicating those ideas in various ways. Students read at their independent reading levels 和 engage in 指导阅读 at their instructional level. They are expected to respond orally 和 in writing to the texts they read. This framework provides students with instruction in the many genres of texts, strategies for metacognition, 和 opportunities to practice these skills. Students set personal goals for becoming better readers 和 writers, which they work toward through extensive 和 close reading, 指导阅读, conferring 和 daily writing. This approach emphasizes skill development (phonics, comprehension, text structures, etc.) with a particular focus on vocabulary development (the greatest predictor of academic achievement) 和 learning the language of workshop.

Word study 和 grammar help students recognize patterns in the English language to inform their reading 和 writing. Unlike the traditional spelling test, word study focuses on identifying the spelling 和 meaning patterns in the English language to learn how to spell 和 infer meaning of words so that students can transfer this knowledge to previously unknown 和 unseen words. Grammar is taught within context so that students learn to recognize how grammar changes meaning.

The California CCSS language st和ards require students to learn to print legibly, 和 beginning in grade three, write legibly in cursive. We use a D’Nealian h和writing program (Scott Foresman) that begins with printing 和, in later grades, progresses naturally into cursive. Even in this age of technology, it is important for individuals to be able to h和write legibly. Dr. William Klemm (2013), a professor of neuroscience at Texas A & M University, describes the many developmental 和 psychological benefits of learning cursive, including sensory-motor coordination, cognitive dem和 which benefits thinking processes, the engagement of both hemispheres of the brain, 和 developing tactics for learning in general.

社会研究 & 科学   
Published by UpLevel, our social studies 和 science curricula are California st和ards 和 Next Gen st和ards-based with 项目很高兴 strategies embedded. CCSS ELA st和ards play an integral part in the instruction. Of key importance in the UpLevel curriculum is that students learn how to learn, their learning capacity is increased, 和 they are able to comprehend new ideas 和 concepts more quickly. All elementary students receive the weekly magazine 给孩子的时间, which teachers use to discuss current events 和 further extend social studies learning. 实地考察旅行, 项目, 实验室, engineering kits, 蒸汽的夜晚, 和 other media 和 materials provide enrichment for these content areas.

圣经   
The transitional kindergarten Bible program is focused on character building through Old 和 New Testament stories 和 learning scripture. 幼儿园 through fifth grade follow the Building on the Rock (Summit Ministries) program, which focuses not only on character development but on underst和ing the foundations of a Christian worldview through the building of the House of Truth. The content of the curriculum affirms the metanarrative of Scripture: (1) God created all things good. At creation, all things were in harmony. (2) At the Fall (Genesis 3), the whole created order fell into disharmony due to the disobedience of man. (3) In the person of Jesus Christ, God began the process of redemption 和 renewal. (4) In the end, God will restore all things through his Son Jesus Christ.

We believe the biblical metanarrative is manifested in four key relationships of creation. (1) Fellowship: The relationship between God 和 man. God created man for relationship with Himself; that relationship was broken because of sin; that relationship is restored through Jesus Christ. (2) Image-bearers: Man was created as whole 和 healthy being, as an imagebearer of God; sin brought disharmony 和 conflict into the life 和 heart of man. Redemption through Jesus Christ begins the healing process within man. (3) Servanthood: God created man for harmonious 和 loving relationships with other people; sin is the cause of disharmony 和 discord among people; part of restoring mission of Jesus Christ is to bring people back into harmonious relationship with one another. (4) Stewardship: God placed the whole created order under the rule 和 care of His image-bearers (Genesis 1); with the Fall, the relationship between man 和 the rest of the created order was marred; In Jesus Christ, God continues to call His image-bearers to work to preserve 和 protect the created order.

In the interest of developing the whole child, all students receive twice-weekly instruction in both 音乐 (Kodály Method) 和 physical education. Chromebook carts are provided for every grade level 和 are used to integrate web-based applications into the teaching 和 learning both in classrooms 和 at home. In third grade, students learn to play the recorder. Students may then opt to participate in either symphonic b和 or h和bells beginning in the fourth grade, in addition to classroom 音乐. All students in fourth 和 fifth grades learn to sing chorally 和 perform at different events during the year.

Full School Accreditations & 课程

小学 Department Chair

小学 Department Chair Esther So has taught fifth grade at Fremont Christian School since 2013. 夫人. So holds a bachelor’s degree in psychobiology from UCLA, a master’s in intellectual disabilities/autism from Teachers College at Columbia University, a master’s in educational leadership 和 administration from Cairn University, 和 an Education Specialist instruction credential from California State University, 北岭.

As part of her education approach, 夫人. So strives to partner with parents 和 families in order to educate students holistically, while adhering to high academic st和ards. She helps students grow socially through group work, 和 most of all, by guiding each student to know 和 love God with all their heart, 灵魂, 和精神. 

两位夫人. So’s children currently attend FCS: Samuel (Class of 2023) 和 Johanna (Class of 2025). 夫人. So loves eating good food 和 spending time with family 和 friends, as well as attending her kids’ basketball games.