Curriculum
Classical Education
At Caprock Academy, we believe that the best way to prepare our students is an education that develops the skills to think critically, reason effectively and communicate clearly and persuasively. Classical education is a time-proven, three-part educational process patterned according to the way children learn.
Core Knowledge
The idea behind the Core Knowledge Sequence is simple and powerful: knowledge builds on knowledge. For the sake of academic excellence, greater fairness and higher literacy, Core Knowledge provides a core curriculum that is coherent, cumulative and content-specific in order to help children establish strong foundations of knowledge, grade by grade.
To read more about the Core Knowledge Sequence click here.
Character Education
Character education is an educational movement that supports the social, emotional, and ethical development of students. It is the proactive effort to help students develop important core ethical (recognizing what’s right) and performance (doing what’s right) values such as caring, honesty, diligence, fairness, fortitude, responsibility, grit, creativity, critical thinking, and respect for self and others.
Character education is an educational movement that supports the social, emotional, and ethical development of students. It is the proactive effort to help students develop important core ethical (recognizing what’s right) and performance (doing what’s right) values such as caring, honesty, diligence, fairness, fortitude, responsibility, grit, creativity, critical thinking, and respect for self and others.
Character education provides long-term solutions to moral, ethical, and academic issues that are of growing concern in our society and our schools. Through character education, students learn how to be the best citizens they can be and how to do their best work while making school a place where students and educators feel comfortable and able to work.
Core Virtues
Core Virtues is a literature-based program with the goal of cultivating character through the promotion of basic moral, civic, and intellectual virtues. It emphasizes such “core virtues” as: respect, responsibility, diligence, honesty, generosity, perseverance, courage, faithfulness, compassion, openness to inquiry, and humility in the face of facts. At Caprock, we integrate core virtues into our classrooms and strive to help students grasp the importance of these virtues in their daily life.
Each month, our teachers highlight a key intellectual, moral, or civic virtue – such as respect, responsibility, diligence, honesty, generosity, or perseverance. Below is a list of Core Virtues that we will be teaching this year.
Core Virtues run on a 3-year cycle. For the 2024-2025 school year, we are on the Year 3 Cycle.
To learn more about these core virtues, please visit the Core Virtue Definitions page.
Singapore Math
In contrast to a traditional U.S. math curriculum, Singapore Math focuses on "The Why Before the How" and places a strong emphasis on conceptual understanding and mathematical problem-solving. By the end of the series, students will have mastered the basics along with fractions, complex word problems and will be ready to move in to pre-algebra.
To learn more about Singapore Math please click here.
Orton-Gillingham
The Orton-Gillingham Approach has been rightfully described as language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible. The basic purpose of everything that is done in the Orton-Gillingham Approach, from recognizing words to composing a poem, is assisting the student to become a competent reader, writer, and independent learner. It is made up of components that ensure that students are not only able to use learned strategies, but can also explain the how and why of phonological strategies. This instructional approach encourages students by seeing, saying, sounding, and writing letters to master decoding and encoding of words. The Orton-Gillingham approach emphasizes multisensory learning, which combines sight, hearing, touch, and movement. This approach works well for students with dyslexia who lack a basic level of phonemic awareness.
