Chaplain Hull helps out with kindergarten art easel.

Campbell Hall is a community of inquiry committed to academic excellence and to the nurturing of decent, loving, and responsible human beings.


Curriculum Philosophy

The assumptions underlying the Campbell Hall curriculum are that students are in the process of developing the power to reason; that they are evolving a pattern of faith for daily living, part of which involves their emergence as decent and caring human beings; that they are preparing for further education; and that they are learning to become responsible and informed contributors in society.


Furthermore, the school assumes that learning is best when associated with students’ individual needs, with their natural curiosity, and with their desire to be challenged; that learning encourages risk, requires self-examination, and promotes the understanding that humans, while interdependent, must ultimately take responsibility for their own lives; that learning manifests in the joy of discovery, in the pride of accomplishment, and in the satisfaction of personal growth; and that learning is fostered by supportive relationships with teachers.

The curriculum, based upon these assumptions, offers a systematic progression of courses. The formal course of study serves to build a knowledge base for intellectual and personal skills, which nurture the development of reasoning and independent critical thinking.The ability to play, work, and learn cooperatively, the use of language in effective communication, and aesthetic, emotional, and social growth are highly valued.

In addition, the curriculum reflects the school’s commitment to students’ spiritual lives and to their growth as persons of faith, to their engagement in experiential education and interdisciplinary study, to their understanding of cultural diversity and of issues related to gender, to their sense of the past and of human traditions, to their participation in community service, and to their physical well-being.

Learning Expectations

These learning expectations were prepared by Campbell Hall faculty and administration in order to link the experience of learning at Campbell Hall to the goals of the Campbell Hall mission statement.  Many teachers have these expectations posted in their classrooms.

Campbell Hall wants its students to:

  • Work collaboratively and independently
  • Discover relationships and commonalities
  • Communicate effectively
  • Think critically and creatively
  • Appreciate and respect diversity

Campbell Hall wants its students to be:

  • Competent in a core body of knowledge
  • Guided by spiritual, moral and ethical values
  • Socially responsible
  • Technologically skilled

Science Fair Chapel 2014

The kindergarten visited Headmaster Bull's Office to learn more about Campbell Hall School.  Headmaster Bull read a great book, Kindergarten Rocks!


Human Development

Fourth and fifth grade Human Development addresses the developmental needs of upper elementary students in the area of relationship development, conflict resolution, and respect for the differences between persons. Through the curriculum, students also are encouraged to see the advantages of functioning in groups/teams and working cooperatively towards common goals. Sixth grade Human Development meets to address the significant physical and emotional changes that occur with the onset of puberty. The course also helps students learn the key facts about reproductive anatomy and physiology pertinent to changes in the male and female body during puberty. In addition, a three day unit on drug education is also introduced.

Language Arts

The language arts curriculum is carefully articulated and weaves together developmentally appropriate experiences in written language, vocabulary, punctuation, grammar, proofreading, spelling, handwriting, dictionary skills, speaking and listening skills, organizing skills and literacy appreciation.

The goals of the language arts curricula emanate from the belief that a strong foundation in the skills and appreciation of language and literature provide children with an understanding of how to communicate, in oral and written format, who they are and what they think and feel.


In the writing component of the language arts curriculum, students develop a vast repertoire of writing skills and learn to customize the writing process to suit their own learning styles and needs so they can independently produce a variety of well-written narrative and expository texts. The Learning Headquarters writing curriculum is used in grades K-2. Starting in third grade, a writing co-teacher works with grade level teachers using Writer's Workshop.

The reading curriculum begins with the fundamentals of language and culminates with the ability to comprehend and interpret the printed word at the literal, figurative and critical level. In addition to whole literature, the Wright Group Leveled Reading Series in grades K-2 and Houghton Mifflin Leveled Reading Series in grades 3-4 are used in small group instruction. The curriculum emphasizes decoding skills, comprehension skills, reference and study skills, literary skills, and vocabulary development. In addition to encouraging skilled readers, the goals of the program are to instill a lifelong reading habit and to foster an appreciation of the written word.


The Singapore Mathematics series is used as the primary text and provides a strong math foundation for our students. Emphasis is on the mastery of math topics while emphasizing problem solving, computational skills, mental math, word problems, and pictorial solutions. Our methodologies for math instruction include model-drawing, teaching to mastery, using a spiraled progression through the grade levels and emphasizing metacognition.

It is important for students to have experience with numbers of various kinds and sizes. Common sense, intuitive understanding of basic ideas and what is reasonable for problem solving are also basic within all the content strands.

Content strands for all grades are based on the strands created by the National Council of Teachers of Mathematics and include:


  • Numbers, Numerations, and Order Relations   
  • Coordinate Systems and other Reference Games   
  • Geometry and Spatial Sense
  • Algebra and Uses of Variables
  • Exploring Data
  • Functions, Patterns and Sequences  
  • Problem Solving and Mathematical Modeling
  • Operations, Number Facts and Number Systems      

Performing Arts

The integrated and sequential music curriculum throughout the elementary years combines music literacy, appreciation, participation and performance.  All children learn the basics of rhythm, melody, harmony, note-reading and composition through hands-on experiences using the Yamaha Music in Education curriculum. Hand bells are offered in grade 6 as the primary component of the music curriculum. Children participate in a rich variety of musical experiences which including singing and exploring instruments such as song flutes, ukuleles, guitars, Orff instruments, African drums and Jumbie Pan steel drums.


The Campbell Hall Elementary Chorus is a strong part of our music curriculum for grades 3-6. It affords young singers the opportunity to learn good vocal production and to experience part-singing and ensemble work, as well as to learn performance skills. Madrigal is a voluntary group that affords sixth graders the opportunity to sing in a small group with structured independent study.

All students perform at various events throughout the year.

Class plays based on the curriculum studied in grades 1-6 are performed annually. 1st grade performs the “Insect Play” and “Mammal Museum”, 2nd grade writes and performs a play on famous Americans, 3rd grade performs four fairy tales in Spanish, 4th grade has a Wax Museum and the students star as characters from their study of California history, and 5th grade has “Colonial Immersion”, in which students reenact colonial times and events using primary sources and student made costumes. In grade 6, students write their own “Greek” vignettes in small groups, and later perform them during an evening event for parents and friends.

Dance and instrumental music are offered after school at no charge. Other after school classes, such as Story Theater and Improvisation, are offered for an additional fee.

Physical Education

Campbell Hall values the connection between mind and body. Physical education develops wellness and seeks to promote a lifetime appreciation of physical fitness. It is concerned with helping students understand the relationship of human movement and cognitive learning. Physical education classes embody carefully sequenced and developmentally appropriate games, fitness, sports, and health curriculum reflecting both the school’s philosophy and the more specific goals of the department.


  • conflict resolution
  • increase confidence and improve self-image
  • practice and evaluate interpersonal skills
  • sportsmanship
  • teamwork

Movement education in K-3 helps students understand, learn and develop basic dance skills, basic dance terminology in several forms and styles of dance. Students will be exposed to dance combinations and movement in ballet, jazz, hip hop, musical theater, Latin, folk/world dance and ballroom.

The After School Sports program becomes an important part of the lives of many students beginning in fourth grade and continuing through grade six. The athletics program promotes sportsmanship and teamwork while teaching the fundamentals of the sport. All students who would like to participate are given the opportunity to play. The amount of playing time is determined by ability level, attitude and effort. Teams practice during the regularly scheduled P.E. class and games are scheduled after school. Elementary teams compete in the San Fernando Valley Private School League and welcome all interested boys and girls.



The elementary science curriculum reflects a spirit of exploration and discovery. The tools and skills students need to guide them in their investigations begin in kindergarten and continue to expand as they complete their journey to 6th grade and beyond. Academic groundwork for each concept begins in the classroom and the practical application of these concepts is investigated in the science laboratory. The students acquire information by means of observation, experience, and/or experimentation. This comprehensive and collaborative approach helps to promote critical thinking and problem solving, and to generate new ideas. The students are engaged in collaborative or self-directed activities that are kinetic and tactile. Information is presented in a variety of ways such as demonstration, discussion, and collaborative investigations. A variety of lab equipment and technologies are used. Online lessons, spreadsheets and interactive activities using netbooks and iPads enhance and enrich research and strengthen the understanding of the various concepts investigated. The practical application of science and related math are put to extensive use through various woodworking projects during which the students in grades K through 6 learn to safely and appropriately use hand and power tools. 

Social Studies

The social studies curriculum centers on our relationships with each other and with the world: nature, family and friends, school, neighborhood, city, state, our nation, and other nations and communities. Holidays and celebrations are enthusiastically observed and represent our rich culture and diversity. Connections are made between past and present. Students study their own history: personal, genealogical, national, and the histories of others. 

Students begin to understand both chronological and causal connections in their studies of American history and ancient civilizations with, an emphasis on Greek mythology and political thought. Tie-ins are made with music, art, drama, science, technology and literature. Economics and geography are part of the discussion at every level.


The study of Spanish is a sequential program beginning with the introduction of the Spanish language in 2nd grade and continuing through the 6th grade. As students’ progress through the program, emphasis is placed on developing solid communication skills in both the written and auditory/oral form. Throughout the elementary program, short plays, fairy tales, cooking, songs, dance, utilization of computer programs and apps for iPads, and various cultural projects provide additional opportunities to explore the Spanish language and Hispanic culture. The curriculum focuses on vocabulary development, verb conjugations and grammar topics.


The technology program is supported by a robust curriculum that enhances classroom instruction while preparing students for the 21st century learning environment. Each grade level thoughtfully integrates technology with projects, curriculum and a variety of activities to enrich the students experience and overall learning. Students explore various technology tools and devices throughout their day. All students have many opportunities to work with iPads, desktops and/or laptops. SmartBoards are extensively utilized in the elementary grades.

Areas of focus include:
  • Animation and movie making
  • Computer skills
  • Digital citizenship
  • Input/ output devices
  • Keyboarding
  • Online safety
  • Presentation skills
  • Research skills
  • Word processing

Visual Arts

The elementary visual arts program focuses on
  • The development of the child’s self-esteem and sense of pride in choices and results that are uniquely his or hers;
  • Sensitivity to the power of visual language as part of the continuum of human expression, and exposure to a variety of media and approaches;
  • The development of higher-level problem solving and critical thinking skills in areas where there may be no “right” answers;
  • The sequential development of increasingly sophisticated perceptual and motor skills;
  • The appreciation of the widest possible range of artistic traditions;
  • The enhancement of children’s understanding of their own and other cultures;
  • The making of fine art as a part of the experience of each child with the goal of equipping him or her to appreciate and enjoy this dimension of human experience throughout life.
During seven years of the studio art curriculum, students develop an increasingly sophisticated and rich repertoire of responses and have better control over a variety of media as they discover their personal artistic “voice”.
The primary objective of the K - 4 drawing program is to develop in every child the ability to “see” accurately and to record what is seen.  Drawing is taught in a positive, non-judgmental, non-graded way as a form of exploration and careful observation.
All student work is displayed whenever possible, and each student is encouraged to see art production as a joyful, satisfying, and non-threatening experience.
writing project.jpg

In collaborative groups, fourth graders learn from one another and develop their narrative writing skills as they write a story together.  From an animated exchange of creative ideas, the group takes the best suggestions from each student and develops an engaging, detailed story sentence-by-sentence.   The skills that students grow and strengthen in this process will help them write their Young Author stories. Mr. Raphael

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