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Amy Henderson, Teacher
Amy, a native Oregonian, spent her early years in Beaver Creek, Oregon. Her family lived in China, Hong Kong and
Mongolia for seven years and she graduated from the International High School in Hong Kong where (among other
things) she studied Mandarin. Amy attended Houghton College in New York State, as a pre-med major, and graduated
from the University of Oregon with a B.S. in art. Amy is an experienced environmental educator, leading trail crews for
both the Appalachian Mountain Club in New Hampshire and the Student Conservation Association in Denali National
Park. She is an experienced rock climber and cross-country runner and enjoys hiking, biking and gardening. Amy brings
many talents to the Olders class and will continue teaching Mandarin to our students.
The mid-to-late elementary years are exciting ones, where a student’s increasing fluency with language, reading, and
abstract thinking begins to open a world of independent thinking. The curriculum in these grades aims at refining and
increasing these skills while encouraging the thrill of research and exploration through group and independent projects,
so students become excited about the learning process itself, and develop confidence in their growing abilities.
Literacy Skills: reading and writing
Independent daily reading and writing, and lots of it, are cornerstones of literacy practice for this group. Freeform and
directed journaling, fiction and non-fiction writing, and experimenting with many writing styles and forms take the
students through the year. The students learn techniques for independent research on topics of interest. Students also
read books for discussion groups, and write critiques and interpretive questions about the things they are reading,
encouraging reflection, idea development, and critical reading.
Since formal grading doesn’t take place, student-centered projects and activities can replace tests. Students learn by
playing games that emphasize factual review or by taking part in fun grammar and spelling exercises. Related projects
bring the fun from books out into the open: For example, students identified symbols and the differences in
interpretation after reading Animal Farm. Students write poetry and songs, and spend time in the fine NVS library, just
down the hall from their classroom.
Students practice oral skills by presenting daily current events, giving oral book reports and presenting their projects to
the class and the school. They use their voices to build social and community skills during weekly class meetings that
focus on group planning, reflection, and problem solving.
Abstract Skills: math and science
We try to blur the boundaries between subjects so that students understand how ways of thinking are interwoven, so
story problems and “real life” math and science that involve written, oral, drawn, or built answers are emphasized. Math
teaching takes place in large and small groups organized by skill level and in independent work using the Saxon Math
program. Students move from work with concrete “manipulatives” to more formulaic and symbolic approaches.
Multiplication skills eventually lead to more abstract techniques from the third-eighth grades, including geometry,
estimation, measurement, and beginning logic. For example, the students designed, planned and then created a
labyrinth while learning about the Pythagorean Theorem. It houses a garden not just for the Olders but for each class at
NVS.
The science curriculum shows the Olders how to operate as scientists, and how science helps them to formulate
hypotheses and stimulate wonder about many of the mysterious natural phenomena they experience every day. They
become comfortable using scientific equipment such as compasses, thermometers, balance scales and microscopes.
They learn to practice scientific skills: hypothesis formation, experimentation, data collection, observation, measurement,
prediction, and record keeping, etc. Rather than working from textbooks, students encounter science in their
surroundings, in the news, through research and experimentation, and on field trips to the creek, forest, estuary, wildlife
refuge, science festivals, and ocean. The Neskowin-Nestucca Watershed Council, housed in the NVS building, provides
a unique partnership for indoor and outdoor science learning.
The Arts: Art, Drama, Music and P.E.
The Olders have an art and drama session once a week with our art/drama teacher, Judith Schlicting. They work in a
variety of art media with assignments that develop their mechanical skills and stretch their imaginations. Art is also
incorporated in their classroom work in all subject areas.
Weekly classes in drama teach skills, develop imagination, build confidence, and prepare students for major drama
productions held each year. Weekly Gather’rounds give students time for communal singing, instruction by parent
volunteers, and performances by visiting musicians. Students are also encouraged to share their musical talents with the
group. Physical education, held for one hour each week, emphasizes the development of individual skill in sports such
as hiking, golf, swimming, and tennis; and teamwork in soccer, hockey, ultimate frisbee, and softball. Students
participate in many non-competitive games as well, allowing them to play without the position of winning or losing.
Modified, introductory versions of ball games give students with a wide range of skills ways to develop confidence, skills,
and coordination for the more complex rules of full-fledged sports.
Integrating Curriculum
At NVS, we make every effort to integrate curriculum so that one subject builds on another and students understand real
life doesn’t divide learning into categories. As an example, the Olders studied the theme of Heroes and Heroines. A
large sub-unit on Trails and Rivers involved a visit to the Portland Historical Societies’ Lewis and Clark exhibit, student
reports on their own trail and hero/ine, a map of the trail and state that it is located, and ended with a final presentation
to the class. Botany basics and ecology studies (interdependence and variation) rounded out the unit. The unit
included math, reading, writing, social studies and art components.
Amy, a native Oregonian, spent her early years in Beaver Creek, Oregon. Her family lived in China, Hong Kong and
Mongolia for seven years and she graduated from the International High School in Hong Kong where (among other
things) she studied Mandarin. Amy attended Houghton College in New York State, as a pre-med major, and graduated
from the University of Oregon with a B.S. in art. Amy is an experienced environmental educator, leading trail crews for
both the Appalachian Mountain Club in New Hampshire and the Student Conservation Association in Denali National
Park. She is an experienced rock climber and cross-country runner and enjoys hiking, biking and gardening. Amy brings
many talents to the Olders class and will continue teaching Mandarin to our students.
The mid-to-late elementary years are exciting ones, where a student’s increasing fluency with language, reading, and
abstract thinking begins to open a world of independent thinking. The curriculum in these grades aims at refining and
increasing these skills while encouraging the thrill of research and exploration through group and independent projects,
so students become excited about the learning process itself, and develop confidence in their growing abilities.
Literacy Skills: reading and writing
Independent daily reading and writing, and lots of it, are cornerstones of literacy practice for this group. Freeform and
directed journaling, fiction and non-fiction writing, and experimenting with many writing styles and forms take the
students through the year. The students learn techniques for independent research on topics of interest. Students also
read books for discussion groups, and write critiques and interpretive questions about the things they are reading,
encouraging reflection, idea development, and critical reading.
Since formal grading doesn’t take place, student-centered projects and activities can replace tests. Students learn by
playing games that emphasize factual review or by taking part in fun grammar and spelling exercises. Related projects
bring the fun from books out into the open: For example, students identified symbols and the differences in
interpretation after reading Animal Farm. Students write poetry and songs, and spend time in the fine NVS library, just
down the hall from their classroom.
Students practice oral skills by presenting daily current events, giving oral book reports and presenting their projects to
the class and the school. They use their voices to build social and community skills during weekly class meetings that
focus on group planning, reflection, and problem solving.
Abstract Skills: math and science
We try to blur the boundaries between subjects so that students understand how ways of thinking are interwoven, so
story problems and “real life” math and science that involve written, oral, drawn, or built answers are emphasized. Math
teaching takes place in large and small groups organized by skill level and in independent work using the Saxon Math
program. Students move from work with concrete “manipulatives” to more formulaic and symbolic approaches.
Multiplication skills eventually lead to more abstract techniques from the third-eighth grades, including geometry,
estimation, measurement, and beginning logic. For example, the students designed, planned and then created a
labyrinth while learning about the Pythagorean Theorem. It houses a garden not just for the Olders but for each class at
NVS.
The science curriculum shows the Olders how to operate as scientists, and how science helps them to formulate
hypotheses and stimulate wonder about many of the mysterious natural phenomena they experience every day. They
become comfortable using scientific equipment such as compasses, thermometers, balance scales and microscopes.
They learn to practice scientific skills: hypothesis formation, experimentation, data collection, observation, measurement,
prediction, and record keeping, etc. Rather than working from textbooks, students encounter science in their
surroundings, in the news, through research and experimentation, and on field trips to the creek, forest, estuary, wildlife
refuge, science festivals, and ocean. The Neskowin-Nestucca Watershed Council, housed in the NVS building, provides
a unique partnership for indoor and outdoor science learning.
The Arts: Art, Drama, Music and P.E.
The Olders have an art and drama session once a week with our art/drama teacher, Judith Schlicting. They work in a
variety of art media with assignments that develop their mechanical skills and stretch their imaginations. Art is also
incorporated in their classroom work in all subject areas.
Weekly classes in drama teach skills, develop imagination, build confidence, and prepare students for major drama
productions held each year. Weekly Gather’rounds give students time for communal singing, instruction by parent
volunteers, and performances by visiting musicians. Students are also encouraged to share their musical talents with the
group. Physical education, held for one hour each week, emphasizes the development of individual skill in sports such
as hiking, golf, swimming, and tennis; and teamwork in soccer, hockey, ultimate frisbee, and softball. Students
participate in many non-competitive games as well, allowing them to play without the position of winning or losing.
Modified, introductory versions of ball games give students with a wide range of skills ways to develop confidence, skills,
and coordination for the more complex rules of full-fledged sports.
Integrating Curriculum
At NVS, we make every effort to integrate curriculum so that one subject builds on another and students understand real
life doesn’t divide learning into categories. As an example, the Olders studied the theme of Heroes and Heroines. A
large sub-unit on Trails and Rivers involved a visit to the Portland Historical Societies’ Lewis and Clark exhibit, student
reports on their own trail and hero/ine, a map of the trail and state that it is located, and ended with a final presentation
to the class. Botany basics and ecology studies (interdependence and variation) rounded out the unit. The unit
included math, reading, writing, social studies and art components.
| OLDERS 11 to 13 year olds |