The IndieStudies class challenges students to define and propose a long term project. Students brainstorm areas of interest/inquiry, conduct research, and develop a project proposal. Students then present their proposals to a small panel of teachers and fellow students. The panel members pose questions and offer constructive feedback and suggestions, when necessary. Once a project idea is approved, students proceed to develop in more detail the proposed project with advisors and coaches taking a role in scaffolding and supporting the project. Coaches endeavor to help students find credible sources, seek out experts in the field (mentors), and take part in relevant field trips (if applicable) to support this student-driven study. Along the way, coaches teach and support executive functioning skills as they relate to individual projects and the unique needs of each student. IndieStudies concludes with an end-of-year Roundtable, at which students present and defend their finished project to a panel of teachers and students.

n this Lower School drawing class, young artists will embark on a creative journey exploring the world of visual expression. Students will learn fundamental drawing techniques, such as line, shape, and shading, while nurturing their artistic confidence. Through hands-on projects, they will develop their fine motor skills and imaginative thinking, ultimately gaining the ability to convey their ideas and emotions through the art of drawing. By the end of the course, students will have the skills and self-assurance to create captivating works of art with pencil and paper.

This class offers Lower School students an opportunity to leverage acting/performance skills and interests to create short scenes which are filmed and edited ( ideally by students). Basic film set and production terminology and protocols are introduced. Students are required to work quickly and cooperatively in this short (half hour) session. Students can shoot, direct, act and edit.

Music & Sound Kidworks provides Lang's lower school students the opportunity for exploratory sonic play. Students often choose to explore music synthesis and electronic music making, as well as improvisation on various instruments. If interested in playing as a group, the instructor helps facilitate ensemble playing, and allows the students to choose songs to play. Kidworks is student led, and creativity/ exploration are actively encouraged.

Mentorship with Greg gives students focused time to work collaboratively on bigger projects. Currently, students are creating a short film with plans to submit to student film festivals.

Student Elective course, featuring the world of Stand Up comedy. Students who elect this class develop fundamentals of comedy writing and performance via brainstorming exercises and improvisations. Collaboration and support are key elements. Teacher scaffolds and supports student efforts to uncover potentially comedic material. Students are encouraged to develop ideas into comedic pieces, with a view to sharing in class and possibly school wide showcase.

In “research skills,” students will explore the fundamental aspects of the research process - effectively gathering, evaluating, and responsibly using information from various sources.

The course will guide students in selecting research topics that pique their interests, and help them to develop strong research questions before delving into effective search strategies. We will practice using databases available on the NovelNY website, as well as JSTOR.

They will also develop critical skills in evaluating the credibility and reliability of sources. Note-taking and organization techniques will be emphasized to help students manage their research effectively. Students will also work to understand the importance of proper citations and avoiding plagiarism.

Some essential questions:

What is research and why is it vital?

How can I select an appropriate research topic?

What are reliable methods for information retrieval?

How can I assess the trustworthiness of sources?

What are effective strategies for note-taking and organization?

How can I prevent plagiarism?

Students will be assessed based on their participation in discussions, engagement in activities, and understanding demonstrated in reflection exercises.

In “research skills,” students will explore the fundamental aspects of the research process - effectively gathering, evaluating, and responsibly using information from various sources.

The course will guide students in selecting research topics that pique their interests, and help them to develop strong research questions before delving into effective search strategies. We will practice using databases available on the NovelNY website, as well as JSTOR.

They will also develop critical skills in evaluating the credibility and reliability of sources. Note-taking and organization techniques will be emphasized to help students manage their research effectively. Students will also work to understand the importance of proper citations and avoiding plagiarism.

Some essential questions:

What is research and why is it vital?

How can I select an appropriate research topic?

What are reliable methods for information retrieval?

How can I assess the trustworthiness of sources?

What are effective strategies for note-taking and organization?

How can I prevent plagiarism?

Students will be assessed based on their participation in discussions, engagement in activities, and understanding demonstrated in reflection exercises.

Starting in 6th grade our Middle and Upper School students have targeted lessons beginning with interest and personal exploration, understanding academic expectations, and The Lang School graduation requirements. Once the foundation is built Guidance and College Counseling moves onto career exploration, the importance of extracurriculars, and resume building.

When students enter 11th and 12th grade they are provided with an overview and then a deep dive of the college admissions system. They receive small group and 1:1 support with their college research and application process. Students do this focused work with the College and Guidance Counselor and their engagement in the college application process provides students the opportunity to practice personal, academic, and executive functioning skills.

Foundations is a time each week where students participate in Social and Emotional Learning. During Foundations students learn about and practice their social skills. They do this while naming and communicating their emotions in a safe way. Foundations uses the Zones of Regulation curriculum as a base. The goal of Foundations is to provide students with an understanding of their social and emotional needs so they can function in and out of school.

Foundations is a time each week where students participate in Social and Emotional Learning. During Foundations students learn about and practice their social skills. They do this while naming and communicating their emotions in a safe way. Foundations uses the Zones of Regulation curriculum as a base. The goal of Foundations is to provide students with an understanding of their social and emotional needs so they can function in and out of school.

Foundations is a time each week where students participate in Social and Emotional Learning. During Foundations students learn about and practice their social skills. They do this while naming and communicating their emotions in a safe way. Foundations uses the Zones of Regulation curriculum as a base. The goal of Foundations is to provide students with an understanding of their social and emotional needs so they can function in and out of school.

Middle School and Upper School Guidance Rotation. We work on skills such as executive functions, anti-bullying, communication skills, goal setting, and conflict resolution.

Learning Skills is a required course for all middle and upper school students that focuses on developing executive functioning skills. In this class students learn, enhance, and support the development of executive functioning skills to confidently and effectively adopt metacognitive skills, build functional habits and plans, and develop strategies to independently complete tasks. These skills are explicitly taught, then applied practically to students’ workload. A goal of Learning Skills is for students to be able to learn how they best complete tasks and advocate for themselves, while practicing the skill with their own assignments; it is never intended to be a course that creates more work for students. Students may also develop their own goals in conjunction with their advisors, therapy team, and leadership members.

The Lower School Reading Specialist provides Orton-Gillingham instruction in individual and group pull-out settings. Orton-Gillingham is a structured, systematic approach to teaching reading, spelling, and writing. The approach recognizes that each learner is unique and instruction is tailored to the individual’s specific needs and learning styles. It is primarily for individuals with dyslexia and other language-based learning difficulties. Students are identified for this additional support based on their Neuropsychological Reports, Intake Assessments, and the support needed given the unique structure of our school. Pull-outs are fluid and change based on need. Teaching and assessments are prescriptive and dynamic.