Sample Education Program Plan – Grade 1 (same template K-Gr6)

I’ve experimented with a few Education Program Plans over the last several years, and this is what I have come up with that we will use from K-Gr6 (Gr1 sample below).  I’m not sure how the formatting will come across but I use it in MS Word and have a new page for each subject.  Each term I discuss how the child has used the resources and what progress they have made on the goals listed, as well as add in any additional resources we ended up using.  Think of it as a living document that changes as we go along!  Mastery and a love of learning are very important to me, so we don’t rigidly stick to goals.  Sometimes we get ahead, sometimes we get behind.

For goals, I start with our provincial guidelines for each grade level from the school board.  You should be able to find generic ones by googling “learning objectives grade x”, or searching for your local or state/provincial school board of education.

I like to choose my own resources, and use materials from the library and inter-library loans, internet (YouTube, google searches, etc), books I find at the thrift store, and curriculum/books I order off amazon or (which has a ton of homeschool curriculum).

Our main focus is reading, writing, and math for age 5-9 so the rest of the subjects are very flexible in how in depth we cover things.

In education, learning objectives are brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project, or class period. In many cases, learning objectives are the interim academic goals that teachers establish for students who are working toward meeting more comprehensive learning standards.

While educators use learning objectives in different ways to achieve a variety of instructional goals, the concept is closely related to learning progressions, or the purposeful sequencing of academic expectations across multiple developmental stages, ages, or grade levels. Learning objectives are a way for teachers to structure, sequence, and plan out learning goals for a specific instructional period, typically for the purpose of moving students toward the achievement of larger, longer-term educational goals such as meeting course learning expectations, performing well on a standardized test, or graduating from high school prepared for college. For these reasons, learning objectives are a central strategy in proficiency-based learning, which refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating understanding of the knowledge and skills they are expected to learn before they progress to the next lesson, get promoted to the next grade level, or receive a diploma (learning objectives that move students progressively toward the achievement of academic standards may be called performance indicators or performance benchmarks, among other terms).

Learning objectives are also a way to establish and articulate academic expectations for students so they know precisely what is expected of them. When learning objectives are clearly communicated to students, the reasoning goes, students will be more likely to achieve the presented goals. Conversely, when learning objectives are absent or unclear, students may not know what’s expected of them, which may then lead to confusion, frustration, or other factors that could impede the learning process.

The following are a few common ways that learning objectives may be framed or expressed by teachers:

  • Descriptive statements: Learning objectives may be expressed as brief statements describing what students should know or be able to do by the end of a defined instructional period. For example: Explain how the Constitution establishes the separation of powers among the three branches of the United States government—legislative, executive, and judicial—and articulate the primary powers held by each branch. State learning standards, which may comprise a variety of learning objectives, are commonly expressed as descriptive statements.
  • “I can” statements: Teachers may choose to express learning objectives as “I can” statements as a way to frame the objectives from a student standpoint. The basic idea is that “I can” statements encourage students to identify with the learning goals, visualize themselves achieving the goals, or experience a greater sense of personal accomplishment when the learning objectives are achieved. For example: I can explain how the Constitution establishes the separation of powers among the three branches of the United States government—legislative, executive, and judicial—and I can articulate the primary powers held by each branch.
  • “Students will be able to” statements: “Students will be able to” statements are another commonly used format for learning objectives, and the abbreviation SWBAT may be used in place of the full phrase. For example: SWBAT explain how the Constitution establishes the separation of powers among the three branches of the United States government—legislative, executive, and judicial—and articulate the primary powers held by each branch.

From: The Glossary of Education Reform

Education Program Plan (EPP)
July 2017 – June 2018
Student:  N Age / Grade:  6 / Gr1
Parents: Ed No. x
Family name:
VISION To develop the skill and desire for life-long learning * To develop excellence in reading, writing, and oral communication * To develop excellence in mathematics and spacial/abstract thinking * To engage critical thinking, problem solving, and decision making skills * To develop curiosity and imagination * To explore and understand the world using the scientific method * To build resilience and instill confidence in own abilities, strengths, and uniqueness * To critically evaluate the past and present of humanity including social issues * To understand and respect political, cultural, and religious diversity around the world * To develop introspection and reflection for self-evaluation * To build a healthy, active lifestyle * To build an appreciation for excellence in literature, art, and music * To lay a foundation of good citizenship, strong character, and healthy habits  * To prioritize relationships and empathic thinking  * To build a strong foundation of practical life skills * To develop strong character and values including: Courage, Decency and Propriety, Justice, Temperance, Transcendence, Wisdom and Knowledge * To develop a strong Biblical worldview
Method of Instruction:  Program planning will loosely follow the Provincial Education Programs of Study, covering materials in varying depths and in differing timelines.  Program planning will also include elements that align with our Vision as described above, following the Learning Outcomes for Students Receiving Home Education Programs That Do Not Follow the Provincial Programs of Study guidelines.  Instruction will mainly be parent-led, utilizing workbooks, textbooks, “living books”, audiobooks, biographies, DVDs, library reference materials, the internet, electronic applications, and various consumables.
Method of Evaluation:  Assessment will be based on parental observation, specific goal progress, assignments / workbooks associated with the resources used, and portfolio review by parents and facilitator.


Big Picture Goal:  To develop excellence in reading, writing, and oral communication; to appreciate excellence in literature; and to regularly exercise curiosity and imagination.


Goals: Progress in reading phonetic and sight words.  Understand the purpose of book covers, title pages, table of contents.  Use a variety of strategies, such as predicting what comes next, pictures, context, phonics, grammatical awareness, background, knowledge, rereading, and reading on, to decipher new words.  Identify the main idea or topic of simple texts.  Self-correct when reading does not make sense.


Phonics – BOB books

Hooked on Phonics

Scholastic Phonics Books

Dick & Jane Reader Collection

Term 1 Progress:

Term 2 Progress:


Goals: Progress in writing upper and lower case alphabet using correct pencil grip; Print letters legibly, from left to right, with appropriate spacing; Practice writing simple phonetic and sight words; Practice writing sentences via copywork; Creative storytelling / writing will be encouraged (oral).

Resources:  Handwriting Without Tears K & Gr1 Workbooks

 Term 1 Progress:

Term 2 Progress:


Goals: Learn basic sentence structure (capitalization, punctuation); Correct common grammatical errors in speech.  Complete ReadingEggs Gr1 Program (levels 60-121).


 Term 1 Progress:

Term 2 Progress:


Goals: Interact with quality children’s literature – asking questions and giving his thoughts on stories we read.  Critical analysis will be encouraged and comprehension will be assessed.  N will explore thoughts, ideas, feelings and experiences and share about things that are important to him.  We will encourage him to tell his own stories and engage in imaginative play.


The Complete Brambly Hedge – Jill Barklem

The Railway Children – Edith Nesbit (complete & unabridged)

Alice’s Adventures in Wonderland – Lewis Carroll  (complete & unabridged)

Term 1 Progress:

Term 2 Progress:


Big Picture Goal:  To develop excellence in spacial/abstract thinking, problem solving, and critical thinking as we approach the study of numbers and their application in our lives.

Goals (Gr2 – K&Gr1 covered last year):

Numeracy basics including place value, single and multiple digit addition and subtraction (up to 100)

Conservation of number

Solving for unknown

Basic word problems

Counting to 100 in different ways

Skip counting by 2& 5& 10 to 100

Even/odd numbers

Fractions – Halves and fourths

Comparing numbers and lengths

Expressing differences between numbers as inequalities

Representing and interpreting data in plots and graphs

N will learn how to tell time in hours and minutes (analog)

He will also practice identifying Canadian currency and making purchases and giving correct change

N will practice measurements and estimations using metric, imperial, and nonstandard tools (cm, inches, meters, feet)

N will continue to develop his spacial perception with 2D and 3D objects.

Critical Thinking & Problem Solving:

  • Practice word problems and story problems involving numbers
  • Practice discrimination skills including patterns


Math-U-See Primer & Alpha DVD, Teacher Text & Student Workbooks along with accompanying manipulatives

Life of Fred Apples, Butterflies, Cats, Dogs, Edgewood, Ice Cream, Goldfish, Honey, Jelly Beans, Farming

Mind Benders Warm-Up; Beginning Book 1 & 2

Think A Minutes, Level A Book 1

Visual Perceptual Skill Building Book 1

TimeLife I Love Math Series

Puzzle World

Agent Arthur’s Puzzle Adventures

Puzzle Journeys

MathStart books – Game Time!, Lemonade for Sale, Divide and Ride, The Best Vacation Ever, Super Sand Castle Saturday, Get Up and Go!

The Millionaire Kids Club: Putting the Do in Donate

The Millionaire Kids Club: Home Sweet Home

The Millionaire Kids Club: Garage Sale Riches

The Millionaire Kids Club: Penny Power

Board Games: Zooloretto, Chicken Cha Cha Cha, Junk Art

Workbooks: Dot-to-Dot, Mazes, Beginner Sudoku

Term 1 Success:

Term 2 Success:



Big Picture Goal:  To explore and understand the world using the scientific method; to understand and apply Environmental Responsibility.

 Goals (Gr3 Core):

Explore how sound is produced by vibrations

Learn about animal life cycles – frog, butterfly, chicken, rabbit

Learn how animals adapt to their environments

Build structures using various materials, and test for strength and stability

Use simple tests and tools to describe and classify rocks and minerals based on characteristics like color and hardness.

Examine our role in protecting the Environment (environmental consciousness).

Explore other topics of interest.

Participate in care of Gerbils.




DK First Animal Encyclopedia

Basher Science – Rocks and Minerals

Busy Little Gardener – Helen Barden

At Home With Science – Bump! Thump! How Do We Jump? – Janice Lobb

My Big Science Book – Simon Mugford

50 Science Things to Make and Do – Usborne Activities

Science Crafts for Kids – 50 Fantastic Things to Invent & Create – Gwen Diehn & Terry Krautwurst

Brains-On Radio Broadcast


Dr Binocs series on Peekaboo Kidz:

Solar System ,  Formation of the Solar System, Light,  Energy, Black Hole,                              Stars,  Meteors,  Comets,  Lunar Eclipse,  Solar Eclipse, Kepler 452B, Structure of the Earth,  Layers of Atmosphere,  Types of Rocks                                     Magnetism

Hurricane                                             What is an Earthquake?

Tsunami                                                Volcano

Shadow                                               Gravity

How is a Rainbow Formed                  The Water Cycle

The Water Bodies                                 Parts of a Plant

Photosynthesis                                     Carnivorous Plants

Excretion in Plants                                Types of Asexual Reproduction

Parts of a Flower and Pollination


Invertebrates                                        Vertebrates

What is a Food Chain?                        Life of a Butterfly

Hibernation                                          Dinosaurs

Bats                                                      Migratory Birds

Why Does a Chameleon Change Colors?

Sharks                                                  Microorganisms

Zika Virus?


Parts of the Body                                 Circulatory System

Respiratory System                               Digestive System

Bones                                                   The Five Senses

How Many Senses Do We Have?        What is Sound?

Inventions that Changed the World


Netflix – Magic School Bus Episodes:

Gets Lost in Space (Solar System)                                For Lunch (Digestion)

Inside Ralphie (Germs)                                     Gets Eaten (Food Chain)

Hops Home (Animal Habitats)                                     Meets the Rot Squad (Decomposition)                                   All Dried Up (Desert Adaptation)                                 In the Haunted House (Sound)

Gets Ready, Set, Dough (Kitchen Chemistry)              Plays Ball (Forces)

Goes to Seed (Seeds)                                                  Gets Ants in its Pants (Ants)

Kicks Up a Storm (Weather)                                         Blows Its Top (Volcanoes)

Flexes Its Muscles (Body Mechanics)                            The Busasaurus (Dinosaurs)

Going Batty (Bats)                                                       Butterfly and the Bog Beast (Butterflies)

Wet All Over (Water)                                                    In a Pickle (Microbes)

Revving Up (Engines)                                                  Taking Flight (Flight)

Getting Energized (Energy)                                          Out of This World (Space Rocks)

Cold Feet (Warm/Cold-Blooded)                                Ups and Downs (Floating and Sinking)

In a Beehive (Honeybees)                                           In the Arctic (Heat)

Spins a Web (Spiders)                                                  Under Construction (Structures)

Gets a Bright Idea (Light)                                             Shows and Tells (Archaeology)

Makes a Rainbow (Color)                                           Goes Upstream (Salmon Migration)

Works Out (Circulation)                                               Gets Planted (Photosynthesis)

In the Rain Forest (Rainforest Ecology)                        Rocks and Rolls (Water Erosion)

Family Holiday Special (Recycling)                             Meets Molly Cule (Molecules)

Cracks a Yolk (Eggs)                                                   Goes to Mussel Beach (Tidal Zones)

Goes on Air (Air Pressure)                                            Gets Swamped (Wetlands)

Goes Cellular (Cells)                                                    Sees Stars (Stars)

Gains Weight (Gravity)                                                Makes a Stink (Smell)

Gets Charged (Electricity)                                           Gets Programmed (Computers)

In the City (Urban Wildlife)                                           Takes a Dive (Symbiosis)


Experimentation materials

Internet Searches

Term 1 Success:

Term 2 Success:



Big Picture Goal:  To understand the unfolding story of humanity; To critically evaluate the past and present of humanity including social issues; To understand and respect political, cultural, and religious diversity around the world; To develop a foundation of good citizenship – rights and responsibilities, service to others.

Goals (Gr2/Gr3 Core):

  • Recognize own strengths and challenges
  • Learn basic mapping skills
  • Introduction to basic geography
  • Progress in cooperation, conflict resolution and consensus building
  • Participate in work around the home
  • Overview of Canadian communities (Inuit, Acadian, prairie)
  • Continue an overview of countries around the world (what life is like, similarities and differences)


World Map, Map of Canada

Community Events


Internet Searches


The Giving Book: Open the Door to a Lifetime of Giving

Hungry Planet: What the World Eats

Women in the Material World

Material World: A Global Family Portrait

Children’s First Book of People and Places (Neil Morris)

First Atlas – Color Library Books

All About People – Lesley Newson

A First Atlas – Sue Hook, Angela Royston

Mapping Penny’s World – Loreen Leedy

Follow That Map!  A First Book of Mapping Skills – Scot Ritchie

World Book’s Celebrations and Rituals Around the World:

New Year’s Celebrations

Spring Celebrations

Harvest Celebrations

Winter Celebrations

National Celebrations

Everyday Celebrations and Rituals

Religious Celebrations

Birth & Growing Up Celebrations

Marriage Celebrations

End-of-Life Rituals

ValueTales by Spencer/Ann Donegan Johnson

The Value of Fantasy – Hans Christian Andersen

The Value of Caring – Eleanor Roosevelt

The Value of Curiosity – Christopher Columbus

The Value of Truth and Trust – Cochise

The Value of Imagination – Charles Dickens

The Value of Courage – Jackie Robinson

The Value of Giving – Ludwig Beethoven

The Value of Friendship – Jane Addams

The Value of Learning – Marie Curie

The Value of Responsibility – Ralph Bunche

The Value of Dedication – Albert Schweitzer

The Value of Love – Johnny Appleseed

The Value of Sharing – May o Brothers

The Value of Fairness – Nellie Bly

The Value of Kindness – Elizabeth Fry

The Value of Saving – Benjamin Franklin

The Value of Charity – Paul-Emile Leger

The Value of Respect – Abraham Lincoln

The Value of Patience – the Wright Brothers

The Value of Understanding – Margaret Mead

The Value of Honesty – Confucius

The Value of Believing in Yourself – Louis Pasteur

The Value of Adventure – Sacagawea

The Value of Discipline – Alexander Graham Bell

The Value of Boldness – Captain Cook

The Value of Facing a Challenge – Terry Fox

The Value of Foresight – Thomas Jefferson

The Value of Compassion – Florence Nightengale

The Value of Leadership – Winston Churchill

The Value of Helping – Harriet Tubman

The Value of Honesty – Confucius

The Value of Determination – Helen Keller

The Value of Humor – Will Rogers

The Power of Integrity – JC Penney

The Power of Overcoming – Helen Keller

The Power of Attitude – George Washington

The Power of Enthusiasm – Teddy Roosevelt

Term 1 Success:

Term 2 Success:


Big Picture Goals: To build a healthy, active lifestyle through well-informed choices and behaviors

Goals (Gr2/3 core):

Work on establishing positive self-care habits including physical activity and healthy eating

Understand food classification via the Canada Food Guide

Discuss safety in a variety of environments including personal protective equipment

Learn how to set goals and work towards them

Learn who to trust in the neighborhood (Police, Block Parents, Mothers with Children)

Become confident to stand up to others and make safe choices in a variety of situations

Discuss emergency procedures (First Aid, Fire, Water Safety, Assault)




What Does it Mean to be Safe? (Rana DiOrio)

You Can Say No (Betty Boegehold)

Trust Your Feelings (C.A.R.E. Productions)

Your Body Belongs to You (Cornelia Spelman)

I Said No! (Zack and Kimberly King)

Safety Around Strangers (Lucia Raatma)

My Mom Says: A Safety Book for Kids (Debbie Middleton-Hope)

My Friend the Dentist

A Visit to the Dentist

Mind Your Manners, Ben Bunny (Mavis Smith)

Hello Gnu, How Do You Do? (Barbara Shook Hazen)

Don’t Slurp Your Soup! (Lynne Gibbs)

The Talk: 7 Lessons to Introduce Your Child to Biblical Sexuality

The Story of Me

Before I was Born

Sticky Situations 2

Term 1 Success:

Term 2 Success:


 Big Picture Goal:  To build an appreciation for excellence in literature, art, and music

Creative Art


Increased fine motor control is an important goal this year for Nathan.   He will interact with a variety of materials and explore painting, drawing, printmaking, sculpture, fabric arts, photography, and computer graphics.  Nathan will learn how we interpret and communicate with visual symbols, appreciate the cultural aspects of art, and relate art to life.  Through reflection, depiction, composition and expression, he will notice that objects have form and function and he will develop unique decorative styles for his creations.


A wide variety of artistic media (fingerpaints, watercolor paints, acrylic paints, oil paints, pastels, crayons, pencil crayons, marker) and craft materials (fabric, papers, cards, construction paper, scissors, punches, glues, glitter, beads, recycled materials, etc), personal camera.  A variety of digital and print resources from many different sources.  OSMO – Masterpiece unit (iPad).

Term 1 Success:

Term 2 Success:



Appreciation of different music styles.  Describe sounds around him and explore beats and rhythms.  Practice simple action songs and singing games, follow stories told by music, and understand how music can express feelings. Introduction to rhythm, tempo, and exploration of musical instruments.


A variety of musical instruments skin drum, keyboard, maracas, recorder, harmonica, mini guitars, xylophone, bells, castanets, cymbals, tambourine, triangle, clapsticks, wood block, kazoo, accordion.

Musical CDs – Classical, Opera, Orchestral, Putumayo Kids collection (Italian Playground, French Dreamland, French Playground, Asian Playground, Animal Playground, Australian Playground, Reggae Playground, American Playground, Latin Dreamland, Caribbean Playground, Hawaiian Playground, World Sing-Along, Cowboy Playground, Kids World Party, African Dreamland, Celtic Dreamland, Asian Dreamland, New Orleans Playground, African Playground, Latin Playground, World Playground)

Private Lessons – N will explore concepts of rhythm, melody, harmony, form, and expression with private keyboard/music lessons.

Term 1 Success:

Term 2 Success:


Big Picture Goals: To develop the skills for utilizing technology as it evolves; To critically evaluate information from various sources


Identify a problem or query

Formulate a plan for investigation

Assess and retrieve information from electronic sources for a specific inquiry (computer with mouse and keyboard, internet, YouTube, Netflix, DVDs)

Process and organize information from more than one source and share what has been discovered

Formulate new questions as research progresses

Identify techniques and tools for communicating, storing, retrieving and selecting information

Demonstrate appropriate usage and care of technology equipment, including basic computer operations, keyboard and mouse usage, and audiovisual equipment

Demonstrate proper posture when using computer

Understand safe and unsafe practices when using technology


Desktop computer, laptop computer, keyboard, mouse






Microsoft Word processing software

household appliances

OSMO software – Coding.

Term 1 Success:

Term 2 Success:



Continue to develop foundational skills of locomotion patterns (walking, running, galloping, jumping, skipping, hopping, rolling, leaping, climbing, sliding) and static positions in a variety of physical environments.  Practice receiving, retaining, sending, kicking, hitting, obstacles, and childhood games.  A continued goal is to increase proprioception and balance.  Discuss safety in and benefits of physical activity.  Understand what an active lifestyle involves and the physical and emotional health benefits of physical activity.  Practice fair play, leadership and teamwork in group games.  Goals include participating in some form of physical activity every day (formal lessons, walks, dance, obstacle courses, games, playgrounds, etc).


Playgrounds, natural environments, home environment, pools and lakes, obstacles, scooter, bicycle with training wheels.  DVDs – pilates and kids workouts.  Group games at dayhome.

Group lessons – Taekwon-Do

Private lessons – Swimming

Term 1 Success:

Term 2 Success:


Big Picture Goals:  To develop a Biblical Worldview; To grow in discernment; To grow in personal relationship with Jesus Christ


Develop habits of attention to God and talking to God throughout the day – for help and thankfulness

Familiarization with God’s Character and Nature

Familiarization with sin and salvation

Practice discernment

Develop habits of obedience to God

Familiarization with Bible Stories and People

Familiarization with the basic Bible timeline from creation – national Israel – Jesus’ incarnation – Church Age – Jesus’ future return


Our Family’s First Bible Storybook – Ethel Barrett

The Victor Family Story Bible – V. Gilbert Beers, Ronald A. Beers

The Jesus Storybook Bible – Sally Lloyd-Jones

Hind’s Feet on High Places

The Lamb

Bible Atlas

True Account of Adam and Eve

I Am: 40 Reasons to Trust God

Ronnie Wilson’s Gift

Halfway Herbert

The Ology

The Prince’s Poison Cup

The Knight’s Map

The Big Red Tractor and The Little Village

Cold-Case Christianity for Kids: Investigate Jesus with a Real Detective

God’s Apostle: The Adventures of Paul

God’s Missionary: The Faith of Thomas

God’s Outlaw: The Real Story of William Tyndale

God’s Pilgrim: The Real Story of John Bunyan

God’s Prisoner: The Story of Richard Wurmbrand

God’s Witness: The Courage of Stephen

The Story of Saint Nicholas: More Than Reindeer and a Red Suit

The Story of St. Patrick: More Than Shamrocks and Leprechauns

The Story of St. Valentine: More Than Cards and Candied Hearts


The Donut Man Complete Collection

Mr Henry’s Wild & Wacky World Collection

What’s In the Bible with Buck Denver:

Why Do We Call It Christmas?

In the Beginning – Genesis

Let My People Go – Exodus

Wanderin in the Desert – Leviticus, Numbers, Deuteronomy

Battle for the Promised Land – Joshua, Judges, Ruth

Israel Gets a King – 1&2 Samuel

A Nation Divided – Kings & Chronicles

Exile and Return! – Ezra, Nehemiah, Esther

Words to Make Us Wise – Psalms, Proverbs, Writings

God Speaks! – Isaiah, Jeremiah, the Prophets

Jesus is the Good News! – Matthew, Mark, Luke, John

Spreading the Good News! – Acts

Letters from Paul! – Romans through Philemon

God’s Kingdom Comes! – General Epistles & Revelation

Theo Series:

God’s Love

God’s Grace

God’s Heart

God’s Truth

Term 1 Success:

Term 2 Success:


Big Picture Goals: To build a strong foundation of practical life skills


Assist in dayhomes

Assist in home care and maintenance

Participate in gardening, camping, hikes

Progress in self-care, hygiene & personal habits

Progress in sleep regulation

Discuss basic first aid


Home life, dayhome

Term 1 Success:

Term 2 Success:


Big Picture Goals:  Develop the ability to negotiate a variety of social situations with grace and skill; To develop a priority for relationships and empathic thinking


Exposure to a wide range of controlled social situations with adult guidance

Adult guidance through social problem solving and challenges

Focus on taking turns and choosing kind choices


Dayhomes, group experiences and lessons, home life

Term 1 Success:

Term 2 Success:


Big Picture Goals:  Develop introspection and reflection for self-evaluation; Develop resilience and instill confidence in own abilities, strengths, and uniqueness; Develop the ability to manage the range of human emotions with dignity.


Identify and talk about feelings and behaviors – how all feelings are acceptable, but not all behaviors are

Progress in emotional regulation

Learn to control words and actions


Home life, dayhome

Term 1 Success:

Term 2 Success:


Big Picture Goals:

To develop a strong character and values including:

Courage (Bravery, Persistence, Integrity, Vitality, Personal Initiative, Truthfulness, Fortitude)

Decency and Propriety (Cleanliness, Neatness, Order, Regularity, Diligence, Self-Discipline in Habits, Hard Work, Perfect Execution, Obedience, Self-Regulation, Self-Control, Even Temper)

Humanity (Love, Kindness, Peace, Patience, Goodness, Gentleness, Courtesy, Forgiveness, Good Manners, Generosity, Faithfulness, Usefulness, Social Intelligence, Mercy)

Justice (Active Citizenship, Responsibility, Loyalty, Teamwork, Fairness, Leadership)

Temperence (Humility, Modesty and Purity, Prudence, Self-Restraint in Indulgences)

Transcendence (Appreciation of Beauty and Excellence, Gratitude, Hope, Joyfulness, Humor & Playfulness, Meditation, Reverence, Outdoor Appreciation, Thanksgiving, Spirituality)

Wisdom and Knowledge (Creativity, Curiosity, Open-Mindedness, Love of Learning, Perspective/wisdom, Attention / Mental Effort, Imagining, Observation, Remembering / Memorization, Thinking)


  • Courage – continue in truthfulness and integrity; face family & life changes with bravery (group lessons, dayhome experiences)
  • Decency and Propriety – progress in neatness; regulate sleep & nutrition; encourage positive outlook
  • Humanity – encourage politeness and kindness, thinking of others
  • Justice – encourage fairness and teamwork in games and sports as well as life situations
  • Temperance – manage own money
  • Wisdom and Knowledge – encourage creativity, curiosity, open-mindedness, love of learning, attention, imagining, observing, memorizing, and thinking skills


Group experiences (dayhome, group lessons); Home life

Everyday Graces: Child’s Book of Good Manners

Term 1 Success:

Term 2 Success:


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s