幼儿园的课堂体验为学生提供了一种舒适和能力的感觉. 老师们在开学前会去学生家里看望他们. 然后孩子们逐渐进入学校, 最初以小组形式参加，时间有限. This process allows students to feel more secure about separating from familiar adults so they can do so successfully. Teachers create predictable classroom routines and schedules and can move easily through the daily schedule. 

Distinct learning areas set up in the classroom allow children to see clearly the choices available to them. The arrangement and storage of classroom materials encourages students to choose activities throughout the day. Teachers work with students to develop the skills they need to be more independent in the comfort of a school setting. 简单的技巧, 比如穿上外套, 洗手, 倒果汁，扔垃圾, 让孩子为自己承担更多的责任.

幼儿园的课堂体验为学生提供了一种舒适和能力的感觉. 老师们在开学前会去学生家里看望他们. 然后孩子们逐渐进入学校, 最初以小组形式参加，时间有限. This process allows students to feel more secure about separating from familiar adults so they can do so successfully. Teachers create predictable classroom routines and schedules and can move easily through the daily schedule. Distinct learning areas set up in the classroom allow children to see clearly the choices available to them. The arrangement and storage of classroom materials encourages students to choose activities throughout the day. Teachers work with students to develop the skills they need to be more independent in the comfort of a school setting. 简单的技巧, 比如穿上外套, 洗手, 倒果汁，扔垃圾, 让孩子为自己承担更多的责任.

The structure of the Pre-幼儿园 day offers students gentle guidance in developing their relationships with others. Children develop self-confidence and independence as they separate from their caregivers. 每天早上, students initiate social 玩 through learning and work centers where children select what and with whom they will 玩. Their interactions with adults and peers grow positively as they learn to modulate their words to communicate wants, 需求或想法. 在这一年里，孩子们学会将自己视为群体的一部分. Pre-幼儿园ers follow well-established class routines and learn the boundaries of classroom life. 他们将校规内化, 学会安全玩耍, 分享, 与他人妥协, develop leadership skills and enjoy independence within a supportive classroom and school environment.

幼儿园的学生们开始熟悉彼此, their new classroom and their many new teachers by participating in cooperative activities. As the year progresses students focus on creating a classroom community where the members support each other through encouraging words and negotiate conflicts peaceably. 建模和角色扮演活动有助于培养课堂意识. 孩子们学会展示自信, 友谊的价值, 小组合作, develop leadership skills and enjoy independence within the support of the classroom and school environment.

一年级的重点是培养学生的技能，特别是在读写和数学方面. Engaging activities allow students to develop these skills at a developmentally appropriate pace. 学校的犹太精神是课堂社区建设的一个组成部分.

二年级的重点是巩固前一年级学到的概念和技能. Within this review students are able to extend understanding by investigating each discipline using a specific, 个性化的方法. These disciplines are integrated as much as possible within an overall theme of New York City.

Third Grade serves as a transitional year as students progress from the development of basic skills to applying these skills in various content areas. The integration of content across several disciplines continues as students complete an increasing number of long-term projects. 三年级的亮点包括模拟埃利斯岛和发明博览会.

四年级时, 学生不仅加强了他们的阅读技能, 写作和数学, 同时也要学会作为独立学习者在整个课程中运用他们的技能. 在这一年中, 学生完成长期项目，为中学的工作做准备. 每年, students analyze a 犹太研究 theme and create and perform the culminating musical “Midrash Hour.”

Rodeph Sholom 中学 offers a unique middle school environment where learning is prized, teachers are specialists in both their subject disciplines and the developmental needs of adolescents, and Reform Jewish values form the foundation of learning in and outside of the classroom. 该部门由五年级到八年级组成.

The stimulating curriculum recognizes that middle school is a transformative time of intellectual, 情感和精神发展. The Jewish ethos of our community provides a firm grounding in the ethics and values which are essential traits of active and responsible citizens. 在他们的中学生涯中, 学生们遇到了无数真正的领导机会. 其核心是, the 中学 is designed to provide students with the tools necessary to learn how to evaluate themselves and the world around them. 中学体验的核心是咨询项目.

五年级的时候, advisors focus on the needs of students in this liminal year and aid in the transition from elementary to middle school. 在这过渡的一年, 支持学生发展他们的学习技能, 变得更加独立和有条理, 同时开始练习自我辩护. 这种支持是通过咨询项目给予学生的, 还有五年级的讨论课. 5th graders regularly come together as a community to discuss and practice important early adolescent issues.

Rodeph Sholom 中学 offers a unique middle school environment where learning is prized, teachers are specialists in both their subject disciplines and the developmental needs of adolescents, and Reform Jewish values form the foundation of learning in and outside of the classroom. 该部门由五年级到八年级组成.

The stimulating curriculum recognizes that middle school is a transformative time of intellectual, 情感和精神发展. The Jewish ethos of our community provides a firm grounding in the ethics and values which are essential traits of active and responsible citizens. 在他们的中学生涯中, 学生们遇到了无数真正的领导机会. 其核心是, the 中学 is designed to provide students with the tools necessary to learn how to evaluate themselves and the world around them.

中学体验的核心是咨询项目. 从六年级开始，指导老师会和他们的学生一起升学直到毕业. An important feature of the program is the active participation of students in their own academic and social emotional development. 在三年的时间和每天的会议中, 导师和被导师之间形成了深厚而持久的关系. This relationship transcends the usual teacher student relationship and often forms a bond that continues past a student’s graduation. 六年级的时候

Rodeph Sholom 中学 offers a unique middle school environment where learning is prized, teachers are specialists in both their subject disciplines and the developmental needs of adolescents, and Reform Jewish values form the foundation of learning in and outside of the classroom. 这个部门由五年级到八年级组成.

The stimulating curriculum recognizes that middle school is a transformative time of intellectual, 情感和精神发展. The Jewish ethos of our community provides a firm grounding in the ethics and values which are essential traits of active and responsible citizens. 在他们的中学生涯中, 学生们遇到了无数真正的领导机会. 其核心是, the 中学 is designed to provide students with the tools necessary to learn how to evaluate themselves and the world around them.

中学体验的核心是咨询项目. 从六年级开始，指导老师会和他们的学生一起升学直到毕业. By 7年级, students know their advisors well, and have developed a central relationship. 七年级的一年充满了成年礼, 慈善项目, 不断提高学术严谨性.

Rodeph Sholom 中学 offers a unique middle school environment where learning is prized, teachers are specialists in both their subject disciplines and the developmental needs of adolescents, and Reform Jewish values form the foundation of learning in and outside of the classroom. 该部门由五年级到八年级组成.

The stimulating curriculum recognizes that middle school is a transformative time of intellectual, 情感和精神发展. The Jewish ethos of our community provides a firm grounding in the ethics and values which are essential traits of active and responsible citizens. 在他们的中学生涯中, 学生们遇到了无数真正的领导机会. 其核心是, the 中学 is designed to provide students with the tools necessary to learn how to evaluate themselves and the world around them.

中学体验的核心是咨询项目. 从六年级开始，指导老师会和他们的学生一起升学直到毕业 in their 8年级 year. 在三年的时间和每天的会议中, 导师和被导师之间形成了深厚而持久的关系. This relationship transcends the usual teacher student relationship and often forms a bond that continues past a student’s graduation. 八年级的一年主要用于高中的学习过程, 最后的以色列之行, 以及反射式顶点项目.