OUR FIVE-YEAR-OLD KINDERGARTEN PROGRAM INCLUDES:
- Emphasis on learning to read using the Spalding Reading Program, a phonics-based, multi-sensory program
- Emphasis on hands-on exercises to teach numeric concepts
- Yearly Stanford Achievement Tests and Metropolitan Readiness Tests with scores above grade level
- Bible lessons taught daily
- An average class size of 15 students
- Teacher assistants
Our T1 Program is a unique program that provides a transition from kindergarten to first grade for those students who are not quite ready for first grade.
Priority for our T1 Program is given for current PCS students who are enrolled in our Kindergarten Program. The average class size is 15 students.
ELEMENTARY GRADES 1-6
Our students who are enrolled in grades 1-4 experience the benefits of a self-contained classroom. The student-teacher ratio is 21-1, with each class having an assistant. In addition to Reading, Language, Math, History, Science, History, and Bible, the students also have P.E., Library, Art, Music, and Computer.
At PCS our fifth and sixth grades are a transition between lower elementary and junior high school. At this level the classes are departmentalized, and the students change classes at the end of each class period.
The fifth and sixth grade students are enrolled in Reading, English, Math, History, Science, and Bible classes with advanced courses offered in Reading and Math. The students are also required to take a Computer Course and a Spanish Course. They also have the option to enroll in art and music classes.
Extracurrricular activities for fifth and sixth graders include football, basketball, and cheerleading.
Presbyterian Christian School Art always puts emphasis on our Lord God, the Creator of our aesthetic world.
The art program addresses the 6 areas of art education that are set by the National Standards for Art Education:
- Aesthetic awareness
- Development of skills
- Art production
- Critique process
- Cultural and historical aspects
- Critical thinking and problem solving
Students are introduced to the various elements of art and their subsequent development: Color, Form, Line, Shape, Space, Texture and Value
Students, in the fourth through sixth grade, are introduced to the principles of design: Balance, Contrast, Emphasis, Proportion, Pattern, Rhythm, Unity and Variety
First through fourth grade students attend an art class one day per week, while kindergarten and T-1 students come on alternating weeks. Fifth and sixth grade students are offered art as an elective to be taken one day per week for 45 minutes.
The goal of the Elementary Computer Program is to incorporate computer skills with the other disciplines that are taught in grades 1-6 along with teaching keyboarding skills, basic word processing skills, basic skills of research, the basics of Powerpoint, and responsible use of the internet. Ipads are also used as a part of the computer curriculum.
Students in grades 1-4 attend computer class one day a week for 30 minutes, while students in grades 5 and 6 attend computer class one day a week for 55 minutes.
"WHATEVER YOU DO, WORK AT IT WITH ALL YOUR HEART."
“The more that you read, the more things you will know.
The more that you learn, the more places you’ll go.”
~ ~ ~ Dr. Seuss
The PCS Library’s mission is to provide resources which promote strong literary skills, encourage lifelong learning, and nurture the love of reading.
The Library’s collection consists of approximately 6,000 volumes of both fiction and nonfiction titles encompassing reading levels from easy to advanced and including well loved classics, award winners, a wide selection of popular titles, and up-to-date material for homework assignments. PCS offers students nearly 2,000 Accelerated Reader Quizzes.
First through sixth grades visit the Library on a rotating basis.
- Grades T-1 and 1st visit the Library every week for story time and book checkout.
- Grades 2 through 6 visit the Library every 2 weeks on alternate weeks for book checkout.
- Grade 2 has story time.
The Children’s Crown Award Reading Challenge (Grades 3-6) is a division of the Triple Crown National Book Award program established to promote wholesome, well-written literature. Its purpose is to encourage young readers to read books of enduring value and to become more discriminating readers.
Each year a new list of titles is chosen to be read by third through sixth graders. Those students who choose to participate (This is a voluntary program!) challenge themselves to read as many of the titles as possible during the current school year.
Qualifying students vote in April for their favorite book at an invitation only party. Students who read above the minimum required number of titles for the voting party are recognized at an assembly in May, and students who read all required titles are awarded a medal during that same assembly.
Click here for more information about the Children's Crown Book Challenge.
A list of our 2017-2018 Children's Crown Books is located in both the library and the computer lab.
Readers are leaders at PCS!
The Library for Hattiesburg, Petal, Forrest County
Children’s Crown Award Reading Program
Ben’s Guide to U. S. Government for Kids
Our music program is designed to teach biblical concepts, scripture memory, drama, and choreography. Included in our music program is music theory and sight singing, along with individual and group participation. Music and text memory, along with excellence in performance, are also emphasized.
Grades K5 through 4th grade have music once a week. Our music program is optional for grades 5 and 6. Fifth and sixth graders who take music first semester are involved in a choral program at the conclusion of the semester. Second semester the fifth and sixth graders have the option to take a music theory class.
Click here for the Music Program Schedule for 2017-2018.
The PCS Reading center is located on the elementary campus and serves as an educational resource that provides academic services by a certified staff member throughout the school week. At the center, therapy and tutoring are available for students in grades K5 - 6 in the areas of reading, language, mathematics, and speech.
Parents are venting their outrage at the Common Core school standards over a math quiz that was posted online, showing how teachers are marking students down even for correct answers.
The quiz, posted to Reddit, shows how a teacher marked two questions as incorrect on a third-grader's math quiz, despite the student finding the solution to the problem.
Apparently, the reason for the deduction had to do with the petty fact of exactly how the student found the answer.
The above two questions were marked wrong because children are taught to read multiplication questions as the first number, grouped in the amount of the second number. For example, 5x3 would be five groups of three
The first question asks the student to use repeated addition to solve the question 5x3. The student answers 5+5+5=15, but is marked incorrect. Instead, the teacher writes that the correct answer should have been 3+3+3+3+3=15.
The second question is marked incorrect in much the same way. In the second question, students are asked draw an array to solve 4x6. The student draws six rows of four and is again marked wrong, with the teacher drawing four rows of six as the correct answer.
These questions were marked wrong because children today are taught to read a question like 4x6 as four groups of six - not six groups of four. However, when it comes to single multiplication problems, it doesn't matter which way the problem is read.
Since the picture was posted on Reddit, many have been using the quiz as a means to criticize the Common Core teaching standards.
Business Insider reports that defenders of Common Core say the grading is important, since reading questions this way will help students better understand multi-variable calculus - a class that's at least nine years away for third-graders still learning to count in their head instead of on their hands.
However, AOL points out that the incorrect answer is not a Common Core issue.
While Common Core sets goals for knowledge in each grade, it is up to individual states, districts and teachers to come up with their own lesson plans to meet those standards.
Still, this isn't the first time that the Common Core has been criticized for its new-age approaches to learning.
Even comedian Louis CK complained about the bizarre questions on his daughter's homework last year.
As schools around the U.S. implement national Common Core learning standards, parents trying to help their kids with math homework say that adding, subtracting, multiplying and dividing has become as complicated as calculus.
They're stumped by unfamiliar terms like 'rectangular array' and 'area model.' They wrestle with division that requires the use of squares, slashes and dots. They rage over impenetrable word problems.
Adopted by 44 states, the Common Core is a set of English and math standards that spell out what students should know and when.
Comedian Louis CK complained last year about his daughter's math homework
The standards for elementary math emphasize that kids should not only be able to solve arithmetic problems using the tried-and-true methods their parents learned, but understand how numbers relate to each other.
Stacey Jacobson-Francis, 41, of Berkeley, California, said her daughter's homework requires her to know four different ways to add.
'That is way too much to ask of a first grader,' she said. 'She can't remember them all, and I don't know them all, so we just do the best that we can.'
'Part of what we are trying to teach children is to become problem solvers and thinkers,' said Diane Briars, president of the National Council of Teachers of Mathematics. 'We want students to understand what they're doing, not just get the right answer.'
Whether Common Core itself is responsible for the homework headaches is a contentious issue.
Some experts say Common Core promotes reform math, a teaching method that gained currency in the 1990s.
Derided as 'fuzzy' math by critics, reform math says kids should explore and understand concepts like place value before they become fluent in the standard way of doing arithmetic.
Critics say it fails to stress basic computational skills, leaving students unprepared for higher math.
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