What does "Education for the Whole Child" mean?

At best, the schools of today's education system are concerned with academics: the child's mind. At worst, there is no concern for the child at all, but rather for test scores, data, and funding. Both approaches fail to take into account that children are "born persons" - whole persons – with a mind, yes, but also a body, heart, and soul. To educate the whole child is to introduce "living" ideas that inspire and engage every part of a child. The aim of such education is to see the whole child thrive academically, spiritually, emotionally, physiologically, and socially.

What is GCCS's educational approach?

 Our educational approach is based on the philosophy of a British educator and writer named Charlotte Mason. Mason’s philosophy of education is founded upon the principle that “children are born persons” - that each child has intrinsic value, inherent dignity, and God-given worth. She also believed that “education is an atmosphere, a discipline, a life”.

"Education is an atmosphere"

According to Mason's philosophy, the atmosphere of a school should resemble that of a home: a space in which children are valued and safe. In such an environment, a child is free to play, create, explore, and wonder. They can ask questions and seek answers. They can make mistakes without the fear of ridicule or humiliation. Such an atmosphere removes obstacles to learning and fosters the child's natural curiosity and wonder.

"Education is a discipline"

By "discipline," Charlotte Mason is referring to the discipline of habits like attention, obedience, excellence, and observation. Mason believed that the child is capable of learning these habits from an early age, and that good habits must be established in order for the child to thrive.

"Education is a life"

 Charlotte Mason believed that education is a "life" sustained and nourished by ideas. The child's mind is not a "blank slate" to be written upon or a vessel to be filled, but a living thing. Thus, it is the role of the educator to spread before the child an abundant "feast" of ideas.

What curriculum does GCCS use? 

GCCS uses Alveary Curriculum, which has been created and developed by the Charlotte Mason Institute.  Alveary is a complete and comprehensive curriculum that meets and exceeds national standards. Alveary's materials include literature, poetry, biography, historical documents, letters, and speeches, in addition to beautiful, "living" books.

Our reading curriculum, All About Reading. is a research-based multisensory program that builds phonemic awareness, vocabulary, and comprehension.  Copywork and dictation are used to reinforce spelling and grammar.  

What about math? 

For math, we use a curriculum called RightStart. RightStart is a spiral curriculum that helps students establish a strong foundation of understanding as they progress towards mastery. Manipulatives and hands-on learning are used in the younger grades, encouraging the exploration and development of mathematical ideas. Our goal is to see our students develop a deep, conceptual understanding (rather than just rote memorization) and an enjoyment of Math!

Does GCCS use Common Core Standards? 

At GCCS, we long to see children grow and develop into critical thinkers and joyful, lifelong learners. While the curriculum we use does meet and exceed standards, our aim for our students is much higher! 

Is GCCS academically rigorous? 

At GCCS, we believe that children are capable of excellence. Every day, our students will encounter ideas that inspire and challenge them.  

However, our school culture is not performance-driven or goal-oriented, but growth-oriented. We long to see each child grow and flourish, not merely in how much they know but in their love of learning, as well as in their love for God and for others.  

Does GCCS use letter grades? How do you measure performance? 

GCCS does not use letter grades. We believe metrics such as grades and test scores are inadequate to assess the growth and achievement of the whole child.  

Instead, GCCS teachers assess students daily in narration and conduct. Our math curriculum, RightStart, includes periodic skill assessments. Older students (Grades 4-6) are assessed weekly in written narration (composition). At the end of each term, students will have exams in the form of oral and written narrations, reading evaluations, and math skill assessments. All GCCS students receive an extensive narrative report of their academic and character development at the end of each term.  

In addition to end-of-term Progress Reports, Parent-Teacher meetings are held twice a year (once in the fall and once in the spring) as an opportunity for parents and teachers to discuss strengths, weaknesses, and ways to partner together in order to support and serve the whole child.  

Does GCCS assign homework? 

GCCS does not assign formal homework assignments Monday-Thursday. However, we ask that parents read aloud to their children from beautiful, living books for at least 20 minutes a day. Children who are learning to read should spend 10-15 minutes a day on reading practice with a parent in order to build fluency. Children who are able to read for pleasure are encouraged to spend time reading outside of school hours.

Fridays:

For Grades 1-6, teachers will provide instructions for activities and / or readings to supplement what students are learning throughout the week.

Does GCCS accommodate neurodivergent students? 

GCCS' educational approach can uniquely accommodate children with a variety of learning and behavioral differences. While we do admit neurodivergent learners on a case-by-case basis, our mission is to see the whole child thrive – whether that is at GCCS or in another learning environment. We encourage parents and caregivers to be as honest as possible during the enrollment process, so that we may determine how best to serve and meet the needs of the whole child. 

Does GCCS welcome children and families from other faiths or beliefs? 

At GCCS, our teachers, administrators, and board members are Christians, and the Christian faith is at the core of our community life, identity, and perspective. However, we warmly welcome children and families from all backgrounds, whether from different Christian denominational affiliations, other faith confessions, or non-faith, secular backgrounds. We ask that during the enrollment process, all parents familiarize themselves with our faith perspective and the role that it plays in student life. GCCS students attend a monthly chapel service, study the Bible as part of our school curriculum, and regularly memorize Scripture passages. 

Is GCCS a Covenant School?

GCCS is not a Covenant School (please see above). However, we ask that all parents, regardless of their faith background, familiarize themselves with our beliefs and practices, and we encourage open and honest communication during the enrollment process. During enrollment, all parents are required to sign an acknowledgement that they have read through our beliefs, and that they consent to their child’s participation in the school’s curriculum and practices.

Does GCCS offer any extracurricular activities or sports? 

GCCS does not offer extracurricular activities or sports. However, the shorter duration of our school days (and the absence of formal homework assignments M-Th) afford our students plenty of free time to participate in sports or extracurricular activities if they desire to do so.  

GCCS may occasionally offer enrichment excursions ("field trips") on Fridays. These excursions are optional for families. 

How is technology utilized at GCCS?

At GCCS, technology is primarily utilized for communication between faculty and parents and for student safety - and only by adults. Occasionally, teachers may use an audio device to play music, or show an educational video or map using a projector, but only when required as a part of our curriculum. Students will not have access to computers, tablets, or other "screens".

If parents wish for their children to learn how to wisely and correctly utilize technology, this is something that we encourage parents to address in the home.

What is a hybrid-model school? How is it different from a co-op?

Co-ops are designed to provide a group learning environment for students who primarily learn at home. Usually, co-ops meet once or twice a week, and students are assigned work to do at home the rest of the week. 

At GCCS, our students receive their primary academic instruction at school. However, we believe that all of life is education, which means that our students are not finished learning when they leave the school building. 

Being a hybrid model allows us to have a shorter week, which provides more opportunities for families to enjoy time learning together. We provide suggestions and instructions for enrichment excursions and supplemental learning activities, in hopes that the family will enter in and participate in the education of the child in a meaningful way.  

All of our families will submit a Declaration of Intent form annually, according to Georgia law. GCCS will keep a copy of this form on file for each student in their records.    

Does GCCS use standardized testing?

Georgia law requires that students participate in standardized testing every three years, starting in Grade 3. Even though GCCS does not use standardized testing as a metric for student growth and achievement, we comply with State law and offer this standardized testing as required. GCCS will use the ITBS (Iowa Test of Basic Skills) and test Grade 3 students towards the end of the year. 

Parents will have access to their child's test results. A copy of each child's test results will be kept on file in their records.