At St. Augustine School, we believe that each child should have the opportunity to receive a well-rounded education. In addition to the daily subject matter, students are provided with many different outlets to enhance the learning process and promote creativity.
The arts are highly encouraged. We offer choir and many other after-school clubs so that students can grow not only as scholars but as citizens of the world. We incorporate technology into lessons with computers in each classroom and our full computer lab. Our physical education program offers a good competitive spirit, health education and promotes healthy living. We have even expanded our horizons allowing our 8th graders to earn high school credit via a virtual high school program.
Instruction is designed to engage each student’s learning style and makes use of the many modes of intellectual strengths for learning.
St Augustine’s School is a Multiple Intelligences School. This means our children are exposed to a variety of ways of learning each subject and topic within each subject. The theory of Multiple Intelliences has been around for decades. It was first put forth by Howard Gardner.
Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and “documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways,” according to Gardner (1991). According to this theory, “We are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences – the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains.”
Gardner says that these differences, “Challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well.” Gardner argues that “a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students – and perhaps the society as a whole – would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means.”
As a Catholic school in the Archdiocese of Newark, we utilize the guidelines and curriculum maps as set for the Archdiocese. More details can be found here.