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Our Integrated Curriculum Framework

The school’s curriculum is integrated across the subject domains of mathematics, engineering, science, and the humanities (including the arts). The framework focuses on integrating all strands of academic disciplines: from ELA to the so-called STEAM fields (science, technology, engineering, arts and math). The curriculum framework recognizes that learning and its associated technologies need to be driven by social goals and that innovation is ideally guided by lessons learned from history, philosophical study, and artistic and poetic exploration. Instead of being primarily formed around and centered on “big ideas”, the framework centers on deceptively simple, ageless, and universal questions that we began asking ourselves not long after we acquired language; questions for which we still today seek better answers. 


Lang students engage with deep Socratic questioning throughout each school year — course and unit-related questioning that in grades K-5 are based on that year’s school-wide theme. In grades 6-12, the big questions are defined by a five year scope and sequence that prepare students for a successful post-secondary education. Good universal questions can be engaged with at all levels, allowing for effective in-class differentiation. In each unit’s lessons, teachers across grades posit to students a set of developmentally appropriate essential questions that help them pursue thoughtful responses to the core complexities that the bigger, ageless, and universal questions expose. As an organizing curricular structure, this integrated framework recognizes that each learner has their own launch point and journey toward mastery in each subject. The framework’s implicit assumption is that even our youngest students have intellectual lives rich with complex concepts about how and why the world works as it does. Kindergarten and doctoral students alike can engage at their own level with inquiry. Along with learning foundational skills, know-how (content area-specific practical skills), and know-what (content area-specific knowledge) in each course, all students explore how the unit's organizing questions intersect with and interrogate that course’s content.  


We support, nurture, inspire, and challenge students as they journey from elementary through high school and as they become productive artists, writers, entrepreneurs, scientists, mathematicians, engineers, and all the other richly diverse roles we take on as adults in our work lives. Lang’s assumption is that school is our students’ first workplace and, thus, should be an examined and values driven experience. True to an interdisciplinary approach, core skills like encoding and decoding, evaluating resources, and configuring and imagining the state of the physical world around us are taught throughout the curriculum and across subjects. 

Core Subjects


Core subjects in the Lower School refer to instruction in English language arts (ELA), math, social studies, science, civics, applied logic, and a foreign language. Science and social studies classes are integrated with instruction in reading and writing, and are taught by homeroom teachers. Math is co-taught by a math specialist (we have Lower and Upper School math specialists) and homeroom teachers.









In the Middle and Upper School, core subjects are ELA, math, comparative history, and science — each taken three or four times weekly and worth three credits each — as well as once to twice weekly classes in civics, applied & formal logic, a foreign language, and physical education, each worth one to two credits.


Supporting Subjects


Supporting subjects in the Lower School are once weekly, required classes: applied logic, engineering, music, drama/improv, and creative lab (art/makerspace).






In the Middle and Upper School, what is considered a supporting subject depends on the specialization a student is trending towards: engineering, science, creative arts, or the humanities. High school students who take a specific set of supporting courses can have their specialization cited on their transcript.



Middle and Upper School students can choose to take one to two, once weekly electives per semester, depending on individual schedule and workload. Some electives have prerequisites; all award credits on student transcripts.













Talent Development


Lang is fundamentally dedicated to helping students identify, understand, and leverage their precocious abilities and passions, then develop these into talents.



The structure of our Talent Development Program is based on the phases of one's journey toward expertise or eminence: exploration, "falling in love," commitment, followed by extensive hard work. Talent Development in the Lower School is called KidWorks and, in the Middle and Upper School, IndieStudies and Internships.

Core Classes


English Language

Arts (ELA)

World Language

ELA in the Lower School is structured according to the Reading and Writing Workshop model developed by TCRWP (Teachers College Reading & Writing Project). Social studies are woven into much of their ELA classes according to our integrated framework; these students also receive instruction dedicated to explicit reading and writing strategies. Students with diagnosed language-based learning challenges that impact their acquisition of reading and writing skills receive 1:1 support from our learning specialist.


In grades K through 5 each student’s reading level is assessed three times each school year using the F&P Text Level Gradient developed by Irene Fountas and Gay Su Pinnell. The Gradient assigns a level from A–Z to students based on their demonstrated decoding, fluency and comprehension skills. our fiction library books are all marked according to their F&P level. K–5 students are coached in sustained silent reading (SSR) daily. All students learn to select “just right,” “independent” reading material that is appropriately challenging. 


Based on the interests and needs of their students, teachers in each Lower School classroom decide which specific TCRWP writing and reading units of study — persuasive writing, historical fiction, or information writing, for example they will explore and emphasize. Teachers often align student writing projects with subject matter covered in social studies and science. Past projects have included a schoolwide newspaper, poetry anthologies, and multimodal advertising (i.e., posters, videos, and other media). 


Students in the Middle and Upper School take ELA four times weekly.

Exposure to a second language awakens and reinforces each student’s awareness of how language shapes perceptions, insights and identity itself. Our integrated framework seeks to create a deeper understanding of all languages, from French to the highly formalized symbol system of math and to the less formal, more idiosyncratic vernacular of the visual arts. From K through 3rd grade, and during at least three years in high school, students receive foreign language instruction three times weekly. In 4th through 8th grade, students take a foreign language class twice weekly.

Applied & Formal Logic

The Lang School’s logic curriculum is inspired by the evidence-based proposition that This course aims to equip students with the fundamental concepts of logic and algorithmic thinking, laying the foundation for their understanding of computer programming. Through engaging hands-on activities and interactive projects, students will learn how to break down problems into smaller, more manageable steps, design solutions using algorithms, and apply their knowledge to create their own computer programs.

Social Studies &

Comparative History


For students in K through 5th grade, The Lang School teaches foundational math skills using the Singapore Math program Math in Focus8. Singapore Math treats mathematics as the singular, stand-alone subject that it is, rather than as a means to an algorithmic or purely practical end.


The Singapore Math approach focuses on revealing the conceptual underpinnings of mathematics to students in three steps: concrete, pictorial, and abstract. This process follows the same development as all symbolic and conceptual systems, beginning with the observable and transitioning to abstraction. In grades K-8, Students’ math skills are normatively assessed twice yearly using “i-Ready,” a system based on the Quantile Framework for Mathematics.

Students in the Middle and Upper School use the Core Connections series from College Preparatory Mathematics (CPM). Depending on their current level of proficiency, students in the upper grades generally take the following sequence of classes: 







Our most advanced math students receive additional individualized instruction in mastering a wider variety of mathematics (e.g., graph theory, topology, combinatorics, etc.). 

The Lower School (grades K-5) have a social studies curriculum that is strongly integrated with their ELA. They are trained to think critically about claims made about a variety of subjects in order to prepare them for the comparative framework used in the Upper School.


In comparative history, the emphasis is on understanding how to study larger trends in history and to research and compare how different social conditions influenced diverging or similar outcomes. Comparative history takes a grand overarching look at human evolution from hunter / gatherers to our modern globalized society.

Physical Education (P.E.)

Our P.E. program focuses on developing core strength, proprioceptive awareness, self-regulation, and mindfulness. Students in grades K through 5 receive explicit P.E. instruction weekly in addition to active daily outdoors recess (weather permitting). Grades 6-12 have three P.E. classes per week. Classes utilize our flexible gym space and, when the weather permits, classes often take place in the parks proximal to the school.

Physical education for twice-exceptional (2e) learners at The Lang School is a supportive and inclusive experience that acknowledges the unique strengths and challenges our students may face. 2e children have diverse personalities and abilities, making it essential to avoid generalizations and accommodate individual needs. Our physical education program enhances the 2e student's experience by addressing specific challenges and fostering a more supportive environment. Some Challenges in P.E. Class for 2e Learners: Social Connection: 2e children might struggle with social connections due to their unique characteristics, such as asynchronous development and difficulties with executive functions. This can result in misreading social cues, difficulty in team selection, and heightened nervousness. Sensory Overload: A traditional gym environment is often noisy and overwhelming, with sudden, unexpected sounds like whistles. For 2e students, this sensory overload can lead to overstimulation and reactivity. Perception of Fairness: 2e learners often have a strong sense of justice and fairness, which can lead to frustration during games or competitions when rules are perceived as fuzzy or teammates aren't as committed. Need for Movement: Ironically, the need for movement can be a challeneg for 2e students when they're asked to stand in line or wait for instructions, which may not align with their expectation of physical activity. Negative Experiences: Negative interactions or past challenges in gym class can be strongly remembered by 2e children, leading to anticipatory anxiety and difficult behavior. Lang Strategies for Physical Education Classes: To create a positive and supportive experience for 2e students in P.E. class, we employ the following strategies: Supervision and Safety: We are attentive to 2e students who may need additional support and guidance during class. We help them develop skills in group interactions, understand game nuances, and address sensory sensitivities. Focus on Cooperative Games/Activities: By focusing on collaborative and cooperative play, classes become an important context for students to work on social pragmatic skills and strategies. Many traditional competitive P.E. games and activities can be thoughtfully transformed into experiences that support collaborative peer-to-peer engagement and problem solving. Team/Group Selection: We avoid leaving team/group selection to the students. When called for, we create teams intentionally to ensure that 2e students are with patient and empathetic peers. Assign Responsibilities: We often give 2e students tasks during times of limited movement. This can include completing a fitness cycle or fetching/gathering materials, which helps them understand the rules and remain engaged. Use Humor: We infuse humor into our class to make them more lighthearted as laughter can reduce frustration and tension. Minimize Startling Cues: If a whistle is jarring for some students, we consider alternative ways of getting students' attention. We seek feedback from students to find the most suitable approach. Tailor Activities: We allow students to choose from a checklist of physical activities based on their preferences and abilities. This personalized approach makes classes more enjoyable for everyone. Physical education, when designed with awareness and inclusivity, can provide 2e students with a positive and supportive environment. These strategies help to create a space where all students can enjoy the benefits of physical activity.


Students are taught to reflect on their experiments using the MRACIS sequence — Method, Results, Analysis, Conclusion, Introduction, Summary — and to report their results through the SIMRAC structure (Summary, Introduction, Result, Analysis, Conclusion). The scientific process is introduced as a wider framework of observing, making claims, and verifying claims, as well as relying on peer review, evaluation, and the leveraging of other people’s work.


Middle and Upper School students variously have one to three sessions of lab science each week. Lower School students have one session weekly available to work in the lab. During lab science sessions for the youngest students, the emphasis is on familiarizing them with safety procedures and the necessary protocols for all work in the lab. 

Students in the Upper School (grades 6-12) take classes three times weekly from one of the following domains:





Supporting Subjects


Drama & Music

Lower schoolers are scheduled for one drama and one music class each week. Middle and Upper School students can elect to participate in a drama or music class once weekly. The drama and music work of all participating students culminates in an end-of-year performance that showcases their accomplishments. 

Computer Science

These courses aim to provide  students with a comprehensive understanding of the fundamental principles of computer programming, including algorithmic thinking, logic, control flow, and data types. Through hands-on programming exercises and real-world applications, students will learn how to design and implement computer programs using a modern programming language, such as Python or Java. The courses emphasizes problem-solving skills, critical thinking, and creativity in approaching computational problems.

More advanced courses aim to provide students with a comprehensive understanding of object-oriented programming (OOP) principles and methodologies using the Java programming language. Through in-depth theoretical concepts and hands-on coding exercises, students learn the core tenets of OOP, including classes, objects, encapsulation, inheritance, polymorphism, and abstraction. The content of the course aligns with the Computer Science A (CSA) AP exam.

Creative Lab (Art)

Our Creative Lab program is imbued with the spirit and approaches of the STEAM and Maker movements in education. These movements are new names for what is deeply rooted in tradition: the intricately linked and interdependent nature of art and technology. Each technological revolution has given rise to new art forms, and new art forms continuously inspire new insights into the uses and limits of technology. This renewed and strengthened awareness of the connectivity between science, technology, engineering and math is also embraced by The Lang School’s integrated framework.


Younger students use paper engineering, color dying, and other richly kinesthetic activities to express ideas and explore forms. Older students venture into the use of motors, microcontrollers, and other electronics to creatively investigate the meaning(s) of the world around them. Students learn a wide variety of integrative, industrial arts procedures, from silk screening to electroplating. 

Engineering, 3D Modeling, & Prototyping

Students interested in exploring these area regularly do so through our IndieStudies program. This includes projects that focus on both the practical aspects of modern engineering (including electronics) and the principles of physics behind technology (in EM kinematics). 3D modeling projects use Blender, an advanced, open-source 3D modeling application. Interested students learn traditional modeling and prototyping skills, such as how to work with plasticine clay and casting molds in silicone.

Talent Development



Our Lower School students spend the first three months of each school year exploring each of four domains in weekly two-hour sessions. At the end of this period, based on documented faculty "noticings," the student’s performance, and the student’s interest, a placement in one of our four KidWorks groups is suggested. This school year, our four groups are: 





KidWorks coaches regularly conference with each student, so that students learn to identify and advocate for their preferences. Though native abilities make it easier to master some domains, commitment and hard work are required in order to achieve excellence and can compensate for difficulties in mastering many skills. If a child demonstrates both strong interest and a willingness to work hard, they will be placed in their preferred group regardless of staff observations and recommendations. From January through June, KidWorks students explore projects in their domain in greater depth and with increasing constraints.


Each Middle and Upper School school student is assigned a teacher as a coach with whom they will define and explore a domain they'll dedicate themselves to throughout the school year. Domains are wide ranging — from studying the history of surgical knots, to creating a multi-media autobiography, to learning to take apart & reconstruct a Porsche — and are individualized to the skills that a student wants to develop further.  

IndieStudies students also work with their coach to identify resources and potential mentors outside of the school. A mentor is an expert in the field under investigation who devotes time to working 1:1 with the student (supervised by the coach), providing both feedback and guidance. At the end of the school year, Upper School students present their work, process, and discoveries to a round table consisting of adults with domain-specific knowledge and select peers. 

Lower School students ready to pursue a passion project with discipline and supervision are also invited to participate in our IndieStudies program.

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