Christ first! Academic support. Eclectic teaching styles. Age integration. Family involvement. Group activities.
 

Level (Age/Grade) Divisions

Level Divisions

Please review the targeted age/grade of each class, which are set by each class Instructor.  Any exceptions will be made by the Instructor in light of the following guidelines.

Pre Grammar (ages 3-pre-kindergarten) The preschool is open to children older than 36 months. They need to be able to sit and pay attention to an engaging activity for 15-20 minutes, follow basic instructions, and be potty trained. If your child is older than 36 months but may not be able to do all of these tasks, a parent may be encouraged to stay to assist their own child in the preschool. Classes are designed to be very basic and hands-on, with the lowest teacher to student ratio (2:12).

K4/K5 (Kindergarten ready) - Skill Level: Reading Readiness.  For Kindergarten, a child should be able to sit and participate in an engaging activity for 30 minutes, follow direct instructions, copy letters and numbers, wait for his/her turn, feel secure about being away from a parent, and clean up after himself.  Classes are designed to be elementary and hands-on, with a low teacher to student ratio (2:15).

Lower Grammar (First and Second graders) - Skill Level: Learning to read. For Lower Grammar, a child should be able to sit and participate in an engaging activity for 45 minutes, follow instructions, copy written words, cut with scissors, and clean up after himself.  Lower Grammar students should be able to complete simple assignments at home with the help of a parent.  Classes are designed to be elementary and hands-on, with a low teacher to student ratio (2:15-18).

Middle Grammar (Third and Fourth graders) - Skill Level: Reading to learn. Middle Grammar students should be able to read at at least a third grade reading level, politely participate in a discussion, follow basic written and detailed oral instructions, and work independently when required. Middle Grammar students may need to complete occasional assignments outside of class.  Classes are designed to be instructional with a teacher to student ration of 2:15-18.

Upper Grammar (Fifth thru Sixth graders) - Skill Level: Reading to learn. Upper Grammar students should be able to read at at least a fourth grade reading level, politely participate in a discussion, follow detailed oral and written instructions, and work independently when required. Upper Grammar students should expect regular assignments which need to be completed outside of class.  Classes are designed to include valuable supplemental content and to be scheduled with a teacher to student ration of 2:15-20.

Dialectic (Seventh thru Eighth graders) – Skill Level: Logically investigating the truth. Dialectic students should be able to read at at least a sixth grade reading level, follow detailed instructions, work independently when required, and use logic and reason in probative thinking. A Dialectic student should also be prepared to deal with more mature topics (current events, politics, war, etc.) in generalities. Dialectic level classes will likely include assignments to be completed outside of class time. Classes are designed to include valuable supplemental or core content and to be scheduled with a teacher to student ration of 2:15-25.

Rhetoric & Mastry (Ninth thru Twelfth graders.) – Skill Level: Effectively influencing others through language. Rhetoric students should be able to read at at least an eighth grade reading level, follow detailed instructions, work independently when required, and use logic and reason in probative thinking. A Rhetoric student should also be prepared to deal with more mature topics (current events, politics, war, etc.) in generalities and use descernment regarding these topics. Rhetoric level classes will likely include assignments to be completed outside of class time. Classes are designed to include valuable supplemental or core, credit worthy content and to be scheduled with a teacher to student ration of 2:20-25.

 

Variations

These division descriptions are meant as guidelines, and parents are welcome to request exceptions to these guildeline if they believe it is most appropriate for where their child can get the greatest benefit. If a parent wishes to enroll the child in a class that is outside of the student's age or grade range the parent should contact the Instructor to discuss the appropriatness of that variation from the guidelines.  However, once classes begin, if it is clear that the child is either not up to the requirements of the class or is far advanced and thus bored, the parent may be consulted about a class change.

One more note: Although these terms are typically used in reference to Classical education, the Consortium is not planned entirely after a Classical model. We expect to see some Charlotte Mason and other teaching methods applied. Our goal is to see a variety of approaches implemented, to make the Consortium truly an eclectic and engaging program.