• Learning in the 21st Century
  • Valuing Intellectual Discipline, Reason & Wonder
  • Governing Oneself
  • Living in Community
  • Preparing for a Life of Purpose
• Early Childhood Education
• Lower School
• Middle School
• Social Curriculum

Living in Community

Our social and religious curriculum cultivates respect for the dignity of every human being, acceptance of differing points of view, and the commitment to mindfully live in a global society.

• Anti-bias Education

  Anti-bias education addresses bias, stereotypes and misinformation, promoting an understanding of differences and the valuing of each individual and group while providing students with strategies for improving social conditions. Anti-bias education addresses race and ethnicity, gender, language, religious diversity, sexual orientation, physical and mental abilities and economic class. Anti-bias education takes an active, problem-solving approach that is integrated into all aspects of an existing curriculum and the school’s environment.

• Peaceful Conflict Resolution Education

  We believe that conflict is a normal, natural part of life and, if handled effectively, can be a great source of growth, change, and learning for students. From this perspective, it is essential that children know how to listen and speak compassionately and that they possess the tools to resolve peacefully the differences and conflicts of their daily lives. Peaceful conflict resolution education is a hallmark of St. Anne’s School of Annapolis. At each grade level, beginning with the youngest learners, we have designated lessons, books, and resources for developing listening and communication skills, for understanding the root causes of conflict, for managing emotions, and for resolving conflicts peacefully. Students learn to use language in consistent ways across grade levels.

• Playground Peacemakers Program

  By Third and Fourth grade, students are ready to participate in a more formal peer mediation program, where they put their listening, communication and conflict resolution skills to work. Using the skills and understandings they develop through the Playground Peacemakers Program, students help one another resolve the common disputes that arise while at play. Modeling these skills, our older elementary students help younger students learn the skills of peacemaking and effectively resolve typical playground disputes. The peer mediators are also available for help in the classroom, and teachers frequently set up “peace tables” so that friends may help one another solve the simple conflicts that are part of daily life.

• The Social Curriculum

  The social curriculum is an approach to teaching and learning based on the assumption that students need to learn and practice a set of social skills – cooperation, assertion, respect, empathy and self-control – in a caring environment. The social curriculum serves as the fabric into which all the critical, challenging academic tasks are woven every day. When students feel safe, cared for and valued, they can take healthy risks required to tackle those tasks that strengthen their cognitive abilities as well as their social and physical abilities. Through modeling, practice and discussion, students learn ways to better understand and value their own gifts and contributions, as well as those of others. Our work in the social curriculum is framed by the guiding principles put forth by the Responsive Classroom, an organization developed by the Northeast Foundation for Children. The seven principles that guide the Responsive Classroom approach are:

  • The social curriculum is as important as the academic curriculum.
  • How children learn is as important as what they learn: Process and content go hand in hand.
  • The greatest cognitive growth occurs through social interaction.
  • To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy and self-control.
  • Knowing the children we teach – individually, culturally, and developmentally – is as important as knowing the content we teach.
  • Knowing the families of the children we teach and working with them as partners is essential to children’s education.
  • How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.
• Lower School Morning Meeting

  Every week, students in Kindergarten through Fourth Grade gather together for Morning Meeting, which emulates the class Morning Meeting that takes place on other days. Morning Meeting includes a greeting, sharing, activity, news and announcements. A different grade takes responsibility for planning and leading the meeting each week. Sharing may include curriculum highlights from a particular classroom, and the activity includes sing-a-longs of St. Anne’s School favorites from our song book. During news and announcements, important decisions, upcoming events, and our weekly “Mystery Person” game and birthday announcements build our sense of community and tradition.

• Service Learning

  Service learning is a cornerstone of an Episcopal school education. It is a powerful educational experience with two dimensions: an inner dimension, where students learn about themselves, their motivation, and their values; and an outer dimension, where students learn about the world and ways to take action through to address issues. We strive to build a culture of service. Whether students are responsible for recycling, taking care of halls and walls or establishing a relationship with an organization in the community, our goal is to have them develop traits like responsibility, leadership and action. Many service learning projects are undertaken at school by buddy groups, fostering cross-age friendships as students work in service to others.

• Buddy Program

  We have established a school-wide Buddy Program, pairing students from different grades and meeting weekly. Our Buddy Program is an important approach to help students feel connected to their school. When children are given opportunities to develop caring, trusting friendships across grade levels; when these friendships center around shared learning experiences that are engaging for both older and younger students; and when students see that their teachers have buddies too, the concept of community is experienced.

• Team Play and Sportsmanship

  Students in Sixth through Eighth Grade are encouraged to participate in our team sports. The primary goals include developing an understanding of the sport and working effectively and supportively with each other to play the best that they can as a team. Good sportsmanship, respectful and kind behavior toward teammates, visiting team members, officials and coaches, is modeled and expected.

• Student-developed Social Contracts

  The Social Contract is the student statement of beliefs that represent their core values and the social climate they are trying to create. Students prepare the annual contract through a consensus process.

• Consensus Process

  In Middle School, consensus is a process through which a question or issue is stated and then discussed for understanding and agreement. Each person may speak to the issue and votes are taken to eventually reach a single solution.

• Student Council

  The Middle School Student Council is comprised of a delegate from each advisory (a total of 12 students in Fifth through Eighth Grade). The delegates meet weekly during lunch and recess to discuss Middle School issues and determine actions or make recommendations to the Middle School teacher team. The Student Council also establishes committees to support Middle School activities, including dances and dress-down days.