Academics
The New School Curriculum
Hands-on, small-group activities
Learning in traditional subject areas occurs mainly through projects and learning centers that reflect children's interests and suggestions.
Individual contracts
Teachers plan each student's daily contract based on the child's particular style of learning, interests, and needs. Children work at their own pace.
Multi-age setting
Children in grades K-6 work side-by-side in a collaborative and nurturing atmosphere.
No Red Pen
Errors are viewed by teachers and children as natural opportunities for learning. No grades are given. Instead, student assessment is an ongoing process, with parent conferences and written evaluations scheduled twice yearly.
Discipline means guidance
Negative behavior is redirected, not punished. Positive behaviors are reinforced.
Frequent Field Trips
Field trips include museums, theater, skiing, library, and overnight camping trips.
Children's Voices
Learning style is mainly deductive, allowing children to figure things out for themselves. Children are supported in making responsible decisions and in developing problem-solving skills.
Parents' Voices
Parents also get the individual attention they need. Teachers are available to take parents' suggestions and to discuss any concerns.
Trial of Socrates (2008-2009)
Socrates once said, “I know that I know nothing.” This spring children of the New School learned that one reason Socrates was put on trial was for being a free thinker. A third grader asserted, “Socrates was just standing up for freedom of speech.”
During the months of March and April, the whole school, Kindergarten through 6th grade, learned about Ancient Greece and the life of Socrates. Our fourth, fifth and sixth graders were assigned roles to play in the trial. This required reading, writing, talking and listening to various points of view. Younger children helped paint a backdrop of Delphi, created the Temple of Apollo, created masks of Greek gods and were jurors in the trial. Third graders were given the roles of guards and were assigned the roles of Cristobulus, Apollodorus and Adeimantus. All three were loyal supporters of Socrates and took on the responsibility of recording the events of the trial.
Archon (played by Davis) had the important role of conducting the trial, calling up speakers and maintaining order. He had to forcibly remove Xanthippe (played by Quin) who as Socrates’ wife attempted to speak. Women at that time were not allowed to even attend trials.
Archon first called on Socrates’ accusers. Meletus (played by Savannah) argued, “Socrates does not believe in our gods, even though they help us. People have to worry if there are no gods and worrying is not good for the people and Athens.” Anytus (played by Kenny) argued, “The reason why my son became a drunkard is because he wanted to join Socrates’ class even though I made repeated warnings not to do it.” Lycon (played by Adam) argued, “The problem is Socrates and I disagree with the constant questioning with never a clear answer. He should instead let people get what they need done instead of asking questions all day long.”
Then Archon called Socrates’ team to articulate the defense. First came Plato (played by Dora). “Socrates told kids that like the mind, the body has to be fit, nimble and strong. Socrates believed that wisdom is like art and needs to be practiced if you want to be good at it. He was very nice to the kids. He was never mean or yelled and he never abused anyone.” Then came Chaerephon (played by Sam) who argued “I decided to travel to Delphi in order to ask the priestess who was the wisest man in the world. Up on the mountains there are many rocks making it treacherous to travel up to the temple. I had to ride on a donkey because the trail was so long. Pythia told me ‘Sophocles is smart, Euripides is smarter, but smartest of the smartest lot is Socrates!’ Because of what the Oracle said his enemies got more jealous and that is why there is a trial in this court. So basically Socrates is in court for being smart.”
Socrates was the last to speak before the jurors deliberated. Socrates (played by Evelyn) argued, “I have never believed in those sculpted statues. I believe in one god and only one god and that doesn’t mean I am a bad person or should be sentenced to death. I participated in all religious events.”
The jurors then deliberated. As they discussed the case everyone snacked on hummus, a Greek salad, feta cheese, black and green olives and drank sparkling white grape juice. The children had made the food the day before the trial.
The jurors found Socrates not-guilty and he was free. Sadly, the people of Athens found Socrates guilty and he was forced to drink poison and died.
Biomes (2008-2009)
Our biome unit, which crossed over between social studies and science, helped children understand, through reading, writing, discussing, drawing, creating, and singing, why biomes are related to lines of latitude on the earth, and how animals and plants relate to their biome. 
Individual long-term art projects gave children the opportunity to synthesize what they learned. The first half of the year the younger children studied Rain Forests and Grasslands. The second half of the year we turned our attention to Deserts and Deciduous Forests.
The whole school helped build a Rain Forest triorama, which was used during Investigations for dramatic play. Individually children created a three dimensional habitat for an animal living in the rain forest.
For Grasslands, children worked in multi-age groups. Each group was responsible for creating a three dimensional, salt-dough diorama depicting their particular grassland. The older children wrote a four paragraph report describing the landscape, its climate, animals and people.
We started the Desert unit with a KWL, recording what we know (K), what we want to find out (W) and as the unit progressed we added what we had learned (L). Children spent many weeks creating a three dimensional pop-up for their desert. 
First they considered the horizon line, and asked themselves where that might be. After drawing the sky, using craypas, they turned their attention to the ground. Next came the animals and plants that inhabit each desert. These were drawn in ink and painted in watercolor. Finally the children wrote a poem about their desert.
Towards the end of the year we turned our attention to the deciduous forest. We watched Planet Earth and took our own journey to Highland Forest to examine the characteristics of the deciduous forest. Each child selected an animal to research. Children were interested in finding out what their animal eats and drinks, which forest it lives in, where it sleeps, what it looks like, and its life cycle and predators. Children made hats representing their animals and we videotaped their presentation. Children also were able to line up in order of the food chain – with the bear and the moose at the top to the fungus bug and cicada at the bottom!