From shifting friendships to testing independence, even GUS students are bound to face many of the typical adolescent challenges, which can often be hardest on parents and caregivers.
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Spring celebrations and big projects at GUS are an opportunity to celebrate student learning growth, and quantify it in a way that extends beyond raw scores.
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Sixth grade students recently visited The Farm School, a working farm and nonprofit organization dedicated to connecting people to the land.
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At GUS, our child-centric approach to learning puts students at the center of their learning. What does that look like in practice? In pre-K it looks like a tree house in the classroom, and a story written and illustrated by students.
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At GUS, we do education differently. Our place-based, inquiry-based approach creates authentic learning opportunities, like this trip to Starbucks, that nurture their natural sense of curiosity. Sometimes these explorations take us to the beach, our on the nature trail, or sometimes they take is to a local coffee shop as students question, make meaning, and get inspired.
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In fifth grade science, the fifth grad theme, the land, features prominently in a yearlong study of geology, agriculture, and environmentalism. At the beginning of the school year, students take a close look at the land they see and interact with on a daily basis - the GUS campus - and consider some big questions that they continue to explore throughout the year: What land is important to us and why? How has the land changed over time, and how do we know?
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In third grade at GUS, students take a closer look at the communities they are part of and embark on a yearlong exploration of community.
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We teach children how to learn, not just to learn, so that they become caring, curious independent thinkers.
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This year the much-anticipated trip had 73 GUS students and 17 faculty members make the trek to Moultonborough, NH to Camp Winaukee for two days and one night chock full of activity.
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At GUS, our child-centric educational philosophy guides our student support efforts in and out of the classroom. Our approach to student support allows us to set high achievement expectations for all students, while also celebrating their unique strengths and challenges.
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Fourth and second grade students recently completed a graphic novel writing mini-unit where they partnered to brainstorm, find inspiration, and write their own graphic novels.
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The world map project has been part of the 8th grad humanities curriculum now for over 10 years. Here, Humanities Teacher Margaret Monteith interviews Jeffrey Bartsch, the originator of the project, who came back recently to help out.
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After reading Martin’s Big Words, by Maureen Rappaport, fourth grade students created stained glass artwork inspired by what they read.
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One of the hallmarks of a GUS education is that learning is never restricted to the walls of our classrooms or to our physical campus. Instead, teachers use field trips as a way for our students to engage in real-world work and experiences and to see their learning come alive while building community and getting to know each other better. The much-anticipated 8th grade New York City Trip is a great example of this idea in action.
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This September, the Upper School Retreat returned to Camp Winaukee for the first time since 2019. After a 2-year hiatus due to the COVID-19 pandemic, all upper school students and staff spent two days and one night at the summer camp, located on Lake Winnipesaukee in New Hampshire.
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While I’ve always believed that a progressive education model that puts the students' needs at the center of the learning experience is how students learn best, the need for this kind of approach is more essential than ever. Today, a truly progressive educational setting can help our children not only survive in a post pandemic world, but more importantly, thrive.
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American psychologist, Jerome Bruner, believed that even the most complicated topics, if presented properly, can be understood by even the youngest children. At GUS, we agree. It is with this belief that we often compare our curriculum to a spiral, but what exactly does that mean?
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In honor of Martin Luther King Day, as part of our community-wide 21-day racial justice challenge, our Kindergarten students conducted an experiment with eggs.
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In an all-class Kindergarten zoom, students created art using materials from their homes, while listening to music - noticing and exploring how different sounds and songs influence what they create!
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In 6th grade social studies, students begin the year with a selfie. They are asked to create a drawing that represents themselves. How are you dressed today? What might you be doing in each season throughout the year? How do you know when the new year begins?
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