Our curriculum is grounded in supporting positive identity development for all students. Starting in Pre-Kindergarten, students engage vital questions of inclusion, equity, and social justice in developmentally appropriate ways. Our PreK-12 curriculum evolves continuously to include and affirm a wide range of voices, perspectives and social identities.
LOWER SCHOOL
Our Lower School curriculum asks essential questions to help our youngest learners begin to think critically about their individual identities, celebrate cultural diversity, build cross-cultural relationships, and challenge assumptions and stereotypes.
In the Lower School, teachers at each grade level have been working to incorporate projects and themes linked to the social justice standards. That division has also significantly expanded the library collection with an eye to incorporating a spectrum of identities.
MIDDLE SCHOOL
Throughout Middle School and across disciplines, GFA students are taught to engage difference both curiously and respectfully as they consider issues of equality, human rights, and stereotypes. As an example, our English curriculum incorporates voices from a wide breadth of cultures and experiences, and students study American history by engaging with the complexity of our country’s story through diverse perspectives.
Advisory and grade-level meetings have engaged students in workshops around a number of inclusion and social justice issues. That division has also started a QUEST (LGBTQ) club and an elective focused on diversity, equity, and inclusion.
UPPER SCHOOL
Our curriculum in the Upper School includes a number of courses focused on equity and inclusion. In Ninth Grade Seminar, students exercise the skills to critically analyze and discuss identity, privilege and marginalization, structural racism and discrimination. Throughout the disciplines, students are regularly exposed to speakers, writers, artists and others to learn about issues in society at home and abroad.
There are also a number of new course opportunities focused on these themes in English, Global Studies, and History, along with course offerings in our May Term program.
Students in Qualitative Research have investigated a number of DEI-related issues: political viewpoint tolerance, the connection between friendship circles and core identifiers, gender distribution among Upper School clubs, study of socioeconomic class and inclusion, and the relationship between student stress and core identifiers.