(Or Why We Do Science the Way We Do)
As with many programs at Logos School, our grammar (or elementary) level science program has undergone an evolution, so to speak, over time. When we first began in 1981, we adopted wholesale a popular Christian publisher’s materials to use for all grades and subjects. We quickly discovered that the materials were not compatible with our foundational educational philosophy (classical instruction) in just about every area. More specifically, the materials ‘assumed’ a certain approach, pace, and emphasis of knowledge, in the way they presented themselves. They were very concept-laden, even at the elementary level. Whereas our classical model, especially at the grammar level, sought to use the fundamental rules and data of a subject to fit the characteristics of the students at this age. We sought to use repetition, chanting, singing, memorizing; not conceptual thinking.
This compelled us, as a faculty, to go ‘back to the drawing board’ and design our own curriculum guide, from the ground up: What should we actually teach in K-6 math? How about reading? What English skills should the students learn and at what pace? How do we want to introduce and work through history (please see our History Apologetic by this writer)?