Fifth Grade Curriculum

Fifth graders work hard on projects and tasks that require them to draw on the skills and strategies they have been learning in previous classes. School work gets more difficult, as students continue to have various teachers. Teachers will challenge students with long-term projects that require planning and organization. Holy Cross Academy recognizes the additional organizational skills needed at this age and offers additional instruction in organizational and study skills for the fourth and fifth grades.

In addition, fifth graders will be preparing to move to middle school. They will experience excitement about what they are learning and able to do, as well as possible anxiety resulting in the prospect of change. Parents and teachers can play a critical role in listening, reassuring and supporting the new individual that is starting to emerge.

Your child's progress will be reported through conferences and Standard-Based report cards. The report cards will indicate progress on the objectives identified in the Fifth Grade curriculum. Please find below a sampling of the Holy Cross Academy Fifth Grade curriculum.  For a complete list of the standards covered in Fifth Grade, please click on the Curriculum Map for Fifth Grade, located on the left side of this page.

  • Character Education

    Character Development The objective of character education at Holy Cross Academy is to shape, nurture, and develop the total child. Character development improves school and classroom climate by focusing on basic principles of character. This objective is achieved through daily actions and integration of the following principles of character education into the curriculum at all levels.

    Good Judgment - To choose worthy goals and set proper priorities; to think through the consequences of your actions; to base decisions on practical wisdom and good sense.

    Responsibility - To be dependable in carrying out obligations and duties; to show reliability and consistency in words and conduct; to be accountable for your own actions; to be committed to active involvement in your community.

    Respect - To show high regard for authority, for other people, for self, for property, and for country; to understand that all people have value as human beings.

    Good Citizenship - Obeying the laws of the nation and this State; abiding by school rules; and understanding the rights and responsibilities of a member of a republic.

    Service to Others / Kindness - To be considerate, courteous, helpful, and understanding of others; to show care, compassion, friendship, and generosity; to treat others as you would like to be treated.

    Courage - To have the determination to do the right thing even when others don't, and to have the strength to follow your conscience rather that the crowd.

    Self-Discipline - To demonstrate hard work and commitment to purpose; to regulate yourself for improvement; to refrain from inappropriate behaviors; to be in proper control of your words, actions, impulses, and desires; and to do your best in all situations.

    Perseverance - To be persistent in the pursuit of worthy objectives in spite of difficulty, opposition, or discouragement; to exhibit patience and be willing to try again when confronted with delays, mistakes, or failures.

    Integrity - To have the inner strength to be truthful, trustworthy, and honest in all things; to act justly and honorably

    Responsibility for School Safety - Helping to create a harmonious school atmosphere that is free from threats, weapons, and violent behavior; cultivate an orderly learning environment in which students and school personnel feel safe and secure; and encourage the resolution of disagreements through peaceful means including peer mediation.

  • Religion

    Religion Holy Cross Academy's religious education is an on-going process to provide spiritual formation and instruction for all children. We believe that we are called to respond to Christian witness throughout our lives. The children will act in accordance with the basic doctrines of the Catholic Church while experiencing the faith community within our school.

    The rosary will be prayed frequently throughout the year, but especially in October and May (the months of Mary). Students will attend Mass weekly, either as a class or with the entire school. Service projects are built into the overall curriculum for each grade level. A specialized focus will be given to Mission and Vocation Awareness.

    • Recognize Jesus as the Son of God
    • Recognize the need for Jesus as Our Savior
    • Identify and explain moral responsibility and respect as members of the family of God.
    • Acknowledge the call to live their lives as disciples of Christ
    • Identify the four parts of the Mass (Introductory Rites, Liturgy of the Word, Liturgy of the Eucharist, and Concluding Rites) and the articles and vestments used during Mass
    • Planning and implementation of the celebration of the Mass
    • Acknowledge the existence of their conscience and the need for the Sacrament of Reconciliation
    • Demonstrate knowledge of the two main parts of the Bible, and how to find a given scripture passage
    • Demonstrate responsibilities to self, as a family member, as a Church member, and as a member of the school community
    • Demonstrate an awareness of God and an appreciation for His creation
    • Demonstrate appreciation for Mary's role in god's plan for Salvation
    • Participation in daily prayer both as a class and an individual
    • Demonstrate an appreciation for the daily 'life of the Saint'
    • Demonstrate knowledge of prayers (Prayer to the Holy Spirit, rosary, meditation, Apostles' Creed, Nicene Creed, spiritual adoption prayer)
    • Demonstrate respect for others in their classroom
    • Identify the components (Sacraments of Initiation, Sacraments of Service, Sacraments of Healing) and significance of the Sacraments and the Beatitudes and demonstrate how to live them
    • Demonstrate respect and proper behavior while at Mass
    • Exhibit behavior that demonstrates chastity, virtue, justice, and respect
    • Discuss and participate in seasonal events of the Church year and Holy days
    • Recognize different Church celebrations
    • Recognize the importance of saints as examples
    • Respond to opportunities for service in and out of school
    • Demonstrate knowledge of the importance of self, as a part of creation and the relationship of one's self in creation, through the Family Life program
    • Apply the Church teachings to their daily lives
    • Active participation in a service project benefiting the Affton Christian Food Pantry. The service project will consist of the students raising funds, purchasing food, and visiting/delivering the food to the pantry.
  • Language Arts

    Language Arts The fifth grade language arts program focuses on the broad areas of oral language, reading, writing, and word study. Students will be introduced to a wide variety of fiction and nonfiction literature which will serve as a basis for instruction and practice in phonics, vocabulary, comprehension, fluency, and writing.


    • Reads and comprehends different types of stories appropriate for fifth grade (fantasy, realistic fiction, poetry, fable, legend, informational, recipe, play, charts, maps, autobiographies, journals, schedules, newspaper and magazine articles, myths, and biographical)
    • Identifies literary genre
    • Reads fluently using punctuation, appropriate expression, intonation, and an appropriate rate
    • Uses a variety of reading comprehension strategies (i.e. predicting, inferring, making connections, drawing conclusions, reread, read ahead, question, paraphrase, using prior knowledge, skim and scan)
    • Monitors and self corrects errors while reading
    • Uses different strategies before, during, and after reading to set a purpose, make predictions, question, and make connections
    • Determines usefulness of information and ideas
    • Chooses appropriate level books and reads independently for 30 minutes daily to increase vocabulary, concepts, and reading stamina
    • Reads for a variety of purposes (such as information, pleasure, problem-solving)
    • Responds to literature orally and in writing.
    • Identifies elements of fiction and nonfiction to determine author's purpose, plot, conflict, sequence, problem/solution, main idea, supporting details, cause and effect, fact and opinion, mood, author's use of figurative language, and point of view
    • Focuses on detail to locate specific information and clarify meaning
    • Identify and generate antonyms, synonyms, homonyms, idioms, acronyms, metaphors, similes, and multiple meaning words
    • Applies meaning of roots, prefixes and suffixes to read unfamiliar words
    • Uses reference materials for spelling , reading, and decoding (such as dictionary, thesaurus, glossary, online reference tools)
    • Identifies main idea and supporting details of a text
    • Identifies story elements by recalling facts and details from the text
    • Compares and connects information across informational text
    • Describes causes and effects of actions or events
    • Identifies first person and third person points of view
    • Summarizes and records information from the story using characters (including main), setting, sequence of events, problem/solution, plot, and author's purpose, while relating the story to life experiences
    • Compares and contrasts two works (i.e. by different authors, the same author, and/or illustrator, genre, theme)

    Word Study

    • Correctly spells previously studied words and spelling patterns in written work

    Written and Oral Communication

    • Writes for a variety of reasons to various audiences using different formats (stories, reports, friendly letters, business letters, advertisements, interviews, news articles, etc)
    • Plans and organizes ideas before beginning to write
    • Stays on topic when writing
    • Uses writing informally for their own purposes
    • Composes a rough draft that focuses on major ideas and details, revises written work focusing on aspects of writing such as organization, word choice, and clarity, edits written work to use correct grammatical conventions, spelling, capitalization, and punctuation
    • Incorporates strategies and skills by giving explanations and examples to support reasons in writing
    • Responds to text, in writing and verbally by making personal connections, looking at different points of view, making inferences, and reflecting
    • Creates at least 35 pieces throughout the year including narrative, informational, descriptive, explanatory, response to literature, and poetry
    • Correctly spells previously studied words and spelling patterns in written work
    • Uses writing as a tool for thinking, learning, and reflecting
    • Writes to inform, to persuade, and to tell a personal or imaginative narrative
    • Writes a variety of literary, informational, and practical texts (fairy tales, poetry, recipes, news articles, interviews, etc)
    • Generates and answers literal, inferential, interpretive, and evaluative questions based on text
    • Engages reader with the opening paragraph and provides a conclusion
    • Indents paragraphs
    • Creates a setting and introduce characters through precise choice of detail
    • Develops a plot with a sequence of events
    • Describes the actions and emotions of the characters using descriptive details, actions, and dialogue
    • Adds reflective comments in autobiographical narrative
    • Demonstrates effective oral communication (fluency and pace, punctuation skill, projection, enunciation, and expression)
    • Participates in discussions regarding literature selections
    • Experiments using published authors' techniques in their own writing
    • Uses diagrams, charts, and illustrations as appropriate to the text
    • Demonstrates attentive and responsive listening skills
    • Uses media and technology as a tool to create a written product
    • Uses cursive handwriting
    • Creation of a writing portfolio containing at least 4 pieces of independent student writing (one from each quarter of the school year)
  • Mathematics

    Math "Real-life Applications" are integrated throughout the fifth grade and is an essential goal at this grade level. Students have many opportunities to use the skills involved with computation, estimation, time, money, measurement, geometry, graphing, probability, and algebra to solve a wide variety of everyday problems.

    Number and Numeration

    • Read, write, and identify place and value of whole numbers and decimals
    • Use expanded notation to represent whole numbers and decimals
    • Identify prime and composite numbers
    • Factor numbers and find prime factorization with exponents
    • Solve problems involving percents and discounts
    • Use numerical expressions, grouping symbols, and exponents to give equivalent names for whole numbers
    • Convert between base-10, exponential, and repeated-factor notations
    • Use numerical expressions to find and represent equivalent names for fractions, decimals, and percents
    • Find equivalent fractions and fractions in simplest form
    • Convert between fractions and mixed numbers
    • Convert between fractions, decimals, and percents
    • Compare and order fractions and mixed numbers
    • Compare and contrast decimals, percentages, and fractions

    Operations and Computation

    • Recall quickly and accurately multiplication facts and fact extensions and have a strategy to compute related division facts
    • Solve problems involving multiplication and division of whole numbers and decimals using mental arithmetic, paper and pencil, and calculators
    • Express remainders as decimals or fractions
    • Solve problems involving addition and subtraction of fractions with like and unlike denominators using mental arithmetic, and calculators
    • Solve problems involving multiplication of fractions and mixed numbers and division of fractions and mixed numbers and division of fractions using mental arithmetic and calculators
    • Make reasonable estimates for whole number and decimal addition, subtraction, multiplication, and division problems and explain how the estimates were made
    • Make reasonable estimates for addition and subtraction of fractions and mixed numbers and explain how the estimates were made.
    • Use repeated addition, skip counting, arrays, area, and scaling to model multiplication and division
    • Use ratios expressed as words, fractions, percents, and with colons
    • Solve problems involving ratios
    • Solves word problems

    Data and Chance

    • Collect and organize data to create tally charts, tables, line plots, Venn diagrams, pictographs, and bar graphs with titles, labels, keys, and intervals
    • Use the maximum, minimum, range, mode, median, and graphs of a data set to ask and answer questions, draw conclusions, and make predictions
    • Describe events using certain, very likely, likely, unlikely, possible, impossible, and other basic probability terms and explain the choice
    • Use more likely, equally likely, same chance, 50-50, less likely, and other probability terms to compare events
    • Predict the outcomes of experiments and test the predictions using manipulatives; summarize the results and use them to predict future events
    • Express the probability of an event as a fraction, decimal, or percent

    Measurement and Reference Frames

    • Estimate length
    • Measure length to the nearest 1/8 inch and millimeter
    • Estimate the measure of angles
    • Use tools to draw angles with given measures
    • Describe and use strategies to measure the perimeter of polygons and the area of a circle
    • Use formulas to calculate the areas of rectangles, parallelograms, and triangles.
    • Use formulas to calculate the volume of a prism
    • Define pi as the ration of a circle's circumference to its diameter
    • Describe the relationships among U.S. customary units of length and capacity and among metric units of length
    • Use ordered pairs of numbers to name, locate, and plot points in all four quadrants of a coordinate grid
    • Identify and describe the diameter, radius, chord, and circumference of a circle
    • Measure and solve problems involving measurement of length, weight/mass and volume/capacity in metric and U.S. customary units


    • Identify, name, describe, compare, and draw straight, reflex, right, acute, and obtuse angles
    • Determine angles measures in vertical and supplementary angles
    • Describe, compare, classify plane and solid figures using geometric terms
    • Identify, congruent shapes
    • Identify, describe, and sketch examples of reflections, translations, and rotations

    Patterns, Functions, and Algebra

    • Extend, describe, and create numeric patterns
    • Describe rules for patterns and use them to solve problems
    • Read, write, and explain number sentences using the symbols +,-, =, x, /,<, and >
    • Determine whether number sentences are true or false; and explain why
    • Solve open sentences and explain the solutions
    • Use a letter variable to write an open sentence to model a number story
  • Science

    Science The fifth grade science objectives stress the importance of a variety of hands-on investigations to study the life, physical, and earth sciences. Students continue to use science skills to explore the world around them. Science skills from preceding grades, including questioning, using and validating evidence, and systematic experimentation, are reinforced at this level. Students develop an understanding of science concepts by conducting and recording observations. The organization, analysis, and application of data continue to be an important focus of classroom inquiry. Students are introduced to more detailed concepts of sound and light and the tools used for studying them. Key concepts of matter include atoms, molecules, elements and compounds, and the properties of matter are defined in greater detail. The cellular makeup of organisms and the distinguishing characteristics of groups of organisms are stressed. Students learn about the characteristics of the oceans and the earth's changing surface.

    Light and Sound

    • Analyze the relationship between vibration and frequency, pitch, wavelength, and waves
    • Compare and contrast sound travel through various mediums
    • Differentiate between how sound is formed by various musical instruments
    • Describe the relationship between wavelength and colors of the visible spectrum
    • Describe parts of a light wave
    • Compare and contrast reflection and refraction
    • Differentiate between opaque, translucent, and transparent and give examples of each


    • Compare and contrast mixtures and solutions
    • Interpret models of atoms and molecules
    • Identify substance as being an element or a compound
    • Compare and contrast physical changes in matter

    Characteristics of Organisms and Cells

    • Justify all living things are made of cells
    • Compare and contrast the plant and animal cell parts and function
    • Analyze a student-constructed model of the plant and animal cells
    • Utilize a microscope
    • Group organisms into categories using their characteristics and give examples of each

    Ocean Environments and Our Changing Earth

    • Draw and label the rock cycle
    • Identify and describe the three layers of the earth
    • Analyze the relationship between the earthquakes and volcanoes and plate tectonic movement on the earth's surface and the ocean floor
    • Differentiate and analyze the effects of weathering and erosion
    • Create and interpret a model of the ocean floor
    • Develop an understanding of the concerns facing the ocean habitat through the research 
    • Analyze the physical characteristics of the ocean

    Natural Resources of Missouri

    • Compare and contrast natural and man-made resources
    • Describe a variety of soil and land uses
    • Investigate composition and uses of rocks and minerals
    • Create and interpret a model of a watershed to demonstrate the interrelationship between soil, land, rivers, and lakes
    • Participate in a recycling project

    Respect for Self

    • Demonstrate knowledge of personal hygiene
    • Demonstrate basic nutrition and healthy eating habits
    • Identify viruses and bacteria, as well as, our natural body defenses
    • Demonstrate knowledge of methods of safety (fire, earthquake, tornado, strangers)
    • Apply morally responsible scientific knowledge to daily life
  • Social Studies

    Social Studies In fifth grade, students, through fiction and nonfiction literature, continue with their study of the United States history from the American Revolution to the Civil War. The course will also examine the relationships among geography, government, economic, and cultural concepts as they relate to United States history. Students will study Missouri in a more precise manner. Students will examine the geography of Missouri and how this affects the state's economy. An overview of the significance of the Lewis and Clark expedition, and the interactions between the early Missouri pioneers, immigrants, Native Americans, and Africans will lead the students to understand the state's contribution to our country.


    • Identify the events leading up to the Revolutionary War.
    • Demonstrates knowledge of the revolutionary War and its outcome
    • Demonstrates knowledge of the causes of the Civil War, as well as its aftermath
    • Compare and contrast the causes and effects of the American Revolution and the Civil War
    • Identify key factors in the Louisiana Purchase and the Westward Expansion
    • Identifies the importance of Missouri within United States history
    • Identify and analyze how Missouri's geography influenced U.S. history


    • Recognize places in time are unique and differ in human characteristics
    • Identify similarities and differences between and among United States regions
    • Identify similarities and differences between and among United States regions


    • Demonstrate knowledge that economic decisions are based on needs and have consequences.
    • Identify the importance of economics factors during the Civil War
    • Explain of the economic situation during the time period leading up to the Civil War
    • Demonstrate knowledge of the terms; productivity, scarcity, supply & demand and how it applies to the time period of the Civil War


    • Identify citizen's rights to petition the government for changes in the law
    • Identify the purpose, functions, and powers of the local, state, and national government during this period in history
    • Use technology (such as websites, electronic encyclopedias, almanacs, and atlases, newspapers, and magazines) to connect past and current events in government
    • Identify several political groups and terms used during the Civil War: Copperheads, Radical Republicans, Scalawag, Carpetbaggers, Southern Unionist, War Democrats, Unionist Party, Turners, National Union Party, Constitutional Union party
    • Identify that laws are made by Congress in a process outlined by the Constitution
    • Demonstrate knowledge the Constitution contains important provisions (majority rule, checks and balances, and separation of power)
    • Demonstrate knowledge the Bill of Rights protects U.S. citizens
    • Compare and contrast the branches of the United States and the Confederate States of America during the time period of the Civil War
    • Demonstrate active planning and participation in a culminating field experience in Jefferson City, Missouri
  • Art


    • Students will compare and contrast works of art    
    • Students will explore styles of art – abstract, expressive, functional, decorative, representational
    • Students will create preliminary sketches for artwork
    • Students will participate in critiques
    • Students will discuss and respond to influences of famous artists and their work in everyday life>
    • Students will describe, analyze, interpret and judge works of art, detect cultural origins, and find patterns using appropriate vocabulary
    • Students will plan and organize elements and principles of design to create a composition, communicate an idea and feeling
    • Students will plan and create works of art from imagination,    personal experiences, recall, observations, to create a mood and as a form of self expression
    • Students will create works of art by exploring properties of value, shading, blending
    • Students will explore properties of proportion, perspective
    • Students will identify foreground, background and vantage points
    • Students will problem solve through art
    • Students will create works of art utilizing color theory
    • Students will identify and create visual rhythms, patterns, and optical art to create  movement
    • Students will identify value, sources of light that affect color and texture
    • Students will create prints using printmaking techniques of subtractive methods,  silkscreen    and/or    stencils
    • Students will create 3 dimensional works of art using assemblage techniques
    • Students will create ceramic works of art that refine clay building and techniques and surface  decoration
    • Students will create works of art using mixed media and/or fiber techniques
    • Students will create works of art using recycled materials and upcycling
    • Students will recognize, use, and assess good craftsmanship
    • Students will identify places in own community to view art
    • Students will recognize environmental art, sculpture gardens, architecture, and urban planning
    • Students will use artwork to praise God
    • Students will identify religious art as part of our history and culture as Catholics    
  • Music

    ArtProduct Performance

    1. SINGING
      • Sing in tune, rhythmically accurate, with a steady beat, clear diction, expression, proper posture, increased phrase length, and good breath control.
      • Sing with greater degrees of accuracy and expression, utilizing appropriate dynamics and phrasing for a given style following cues of the conductor.
      • Sing a varied repertoire of songs including: patriotic (The Star Spangled Banner), folk, seasonal, spirituals, multicultural, and sacred in an extended range (octave).
      • Sing simple harmonic songs including: rounds, canons, partner songs, and two-part.
      • Sing together, blending vocal timbre and matching subtle changes in dynamic levels, following cues of the conductor.
      • Read and perform rhythms in simple meter including: whole note/rest, quarter note/rest, half note/rest, eighth note/rest, dotted half note, sixteenth notes, dotted quarter followed by eighth, and syncopation.
      • Perform with increased rhythmic and melodic accuracy, reading and performing at least 5 pitches on a melodic instrument, following cues of the conductor.
      • Read and perform a short song using effective expression and characteristic timbre.
      • Echo play simple rhythmic and melodic patterns on classroom instruments.
      • Perform independently in a group, on classroom instruments (to accompany a song during a school performance or a school worship assembly) demonstrating characteristic timbre, tempo, and dynamics, responding expressively to the cues of the conductor.
      • Perform a varied repertoire of music including instrumental accompaniments representing diverse cultures, genres, and styles.
      • Improvise simple rhythmic and/or melodic ostinati accompaniments.
      • Improvise simple rhythmic variations on familiar melodies.
      • Improvise short songs and instrumental pieces, using a variety of sound sources.
      • Compose rhythmic or melodic motives within given parameters.
      • Create and notate a rhythmic and/or melodic ostinati accompaniment within teacher’s specified guidelines.
      • Arrange in rondo form using original and/or known material.

    Elements of Music

      • Read standard rhythmic notation in 2$, 3$, 4$ and 6*meter signatures with bar lines consisting of: whole note/rest, quarter note/rest, half note/rest, eighth note pairs, dotted half note, sixteenth notes, eighth note/rest, dotted quarter note and eighth note, 3 eighth notes beamed together in 6* and syncopation.
      • Identify low sol, low la, do, re, mi, sol, la, and do’ scale tones and hand signs.
      • Identify and label bass clef lines and spaces with absolute pitches.
      • Identify accidentals: sharps, flats, and natural signs.
      • Read, notate and transcribe melodic material, rhythmic patterns and dynamics presented by the teacher in 2$, 3$, 4$ meter signatures using bar lines: quarter note/rest, half note/rest, eighth note pairs, whole note/rest, dotted half note, sixteenth notes, p for piano, f for forte, mp for mezzo piano, mf for mezzo forte, cresc for crescendo, decresc for decrescendo, and dim for diminuendo.
      • Identify standard music symbols: p for piano, f for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or > for decrescendo, dim for diminuendo, ritardando, accelerando, allegro, moderato, andante, largo, a tempo, fermata, ties, slurs, staccato, legato and accent.

    Artistic Perceptions

      • Identify basic forms and composition techniques including:
        • AB
        • ABA
        • Canon
        • Ostinati
        • verse/refrain
        • repeat sign
        • partner songs
        • rondo
        • first and second endings
        • coda
        • blues
        • DC/Fine
        • DS al Coda/Fine
      • Listen to, move to, and describe various musical styles, including folk and composed music.
      • Recognize and identify various vocal and instrumental performances (e.g. opera, orchestra, jazz combo, choral, band, ballet).
      • Analyze representative works of major composers and various cultures, and describe using appropriate terminology (e.g. rhythmic, melodic, timbre, tempo, and texture variations, as well as form).
      • Visually and aurally identify different instrument families and specific instruments.
      • Identify the different “sung” parts of a Mass.
      • Select music as a class for school Masses
      • Develop criteria to distinguish between quality and non-quality performances through listening and self-assessment with regard to the following musical elements: tone quality, expression/ phrasing, rhythmic accuracy, pitch accuracy, blend/balance, dictation/articulation, and posture/stage presence.
      • Write a personal reaction to musical works using grade level musical terminology (e.g., offers suggestions for improvement).

    Interdisciplinary Connections

      • Identify ways ideas are used differently in music, art, dance, or theatre.
      • Describe how music reflects American history.
      • Compare and contrast common terms used in music and other subject areas.
      • Compare and contrast patterns in music.

    Historical & Cultural Concepts

      • Identify characteristics of teacher-selected genres or styles and how elements of music are used:
        • Secular
        • Sacred
        • Multicultural music
        • American/patriotic songs
        • Blues
        • Ragtime
      • Identify elements, composers, and musical compositions from the Baroque, Classical, Romantic, or Contemporary periods.
      • Identify "The Star-Spangled Banner" as the National Anthem and the appropriate etiquette to follow when singing at a ball game.
      • Describe the function of music in various settings and cultural events:
        • Secular/sacred
        • Multicultural music
        • American/patriotic songs
      • Discuss and demonstrate appropriate listening behavior for school assemblies, concerts, and school worship assemblies both as a performer and an audience member.
      • Identify music related careers in a given setting.


  • PE

    PEPhysical activity is critical to the development and maintenance of good health. At Holy Cross Academy the goal of the Physical Education and Health program is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

    The Physical Education and Health program at Holy Cross Academy will be aligned with state requirements and guided by the six national standards for physical education. They are:

      1. Demonstrates competency in motor skills and movement patterns to perform a variety of physical activities.
      2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
      3. Participates regularly in physical activity.
      4. Achieves and maintains a health-enhancing level of physical fitness.
      5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
      6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

    A variety of activities will be provided, including team and individual games and fitness training/testing, which promote mental, social, and physical well-being. Areas that the program will be concentrating on include:

      • Skill Development - Students will engage in activities that help to improve movement concepts, body management, loco motor movement and manipulative skills.
      • Health Education - Students will address the intellectual, social, emotional, and physical dimensions of a healthy lifestyle.
      • Fitness Education - Impart knowledge of physical fitness concepts, such as flexibility, muscular strength and agility and help students understand the importance of fitness in everyday life.
      • Social Development - Students will exhibit perseverance, respect, responsible behavior and concern for others. Students will develop strategies to react to various situations, solve problems and make decisions.


  • Spanish

    Spanish Students of Holy Cross Academy are preparing for a world that is becoming smaller each day. Parents and educators understand the broad benefits received by learning a second language. By beginning early, the K-5 students of Holy Cross Academy will be prepared for the middle school curriculum, and later for the curriculum of the high school of their choice.

    Students will learn communication through three modes: listening and speaking, reading and listening, and speaking and writing. They will learn about the practices and perspectives of culture. They will learn to make comparisons among cultures and languages. Eventually they will make connections that reinforce and further their knowledge of the disciplines taught through the HCA curriculum. All of these will help them develop as members of a shrinking world.


  • Technology

    TechnologyEmpowered Learner

    Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

    1. Students develop learning goals in collaboration with an educator, select the technology tools to achieve them,  and reflect on and revise the learning process as needed to achieve goals.
    2. With the oversight and support of an educator Students build a network of experts and peers within school  policy and customize their environments to enhance their learning.
    3. Students seek from feedback from both people and features embedded in digital tools, and use age-appropriate  technology to share learning.
    4. Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning  environments.

    Digital Citizen

    Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act in ways that are safe, legal and ethical.

    1. Students demonstrate an understanding of the role an online identity plays in the digital world and learn the  permanence of their decisions when interacting online.
    2. Students practice and encourage others in safe, legal and ethical behavior when using technology and  interacting online, with guidance from an educator.
    3. Students learn about, demonstrate and encourage respect for intellectual property with both print and digital  media when using and sharing the work of others.
    4. Students demonstrate an understanding of what personal data is, how to keep it private and how it might be  shared online.

    Knowledge Constructor

    Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

    1. Students collaborate with a teacher to employ appropriate research techniques to locate digital resources that  will help them in their learning process.
    2. Students learn how to evaluate sources for accuracy, perspective, credibility and relevance.
    3. Using a variety of strategies, students organize information and make meaningful connections between  resources.
    4. Students explore real-world problems and issues and collaborate with others to find answers or solutions.

    Innovative Designer

    Students use a variety of technologies within a design process to solve problems by creating new, useful or
    imaginative solutions.

    1. Students explore and practice how a design process works to generate ideas, consider solutions, plan to solve a  problem or create innovative products that are shared with others.
    2. Students use digital and non-digital tools to plan and manage a design process.
    3. Students engage in a cyclical design process to develop prototypes and reflect on the role that trial and error  plays.
    4. Students demonstrate perseverance when working with open-ended problems.

    Computational Thinker

    Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

    1. Students explore or solve problems by selecting technology for data analysis, modeling and algorithmic  thinking, with guidance from an educator.
    2. Students select effective technology to represent data.
    3. Students break down problems into smaller parts, identify key information and propose solutions.
    4. Students understand and explore basic concepts related to automation, patterns and algorithmic thinking.

    Creative Communicator

    Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

    1. Students recognize and utilize the features and functions of a variety of creation or communication tools.
    2. Student create original works and learn strategies for remixing or re-purposing to create new artifacts.
    3. Students create digital artifacts to communicate ideas visually and graphically.
    4. Students learn about audience and consider their expected audience when creating digital artifacts and  presentations.

    Global Collaborator

    Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

    1. Students use digital tools to work with friends and people from different backgrounds or cultures.
    2. Students use collaborative technologies to connect with others, including peers, experts and community  members, to explore different points of view on various topics.
    3. Students perform a variety of roles within a team using age-appropriate technology to complete a project or  solve a problem.
    4. Students work with others using collaborative technologies to explore local and global issues.


    3rd Grade- Students will type with a speed of 15 words per minute and 90% accuracy.

    4th Grade- Students will type with a speed of 20 words per minute and 90% accuracy.

    5th Grade- Students will type with a speed of 25 words per minute and 90% accuracy.

  • Curriculum Map