Want to know where your student is during the school day? Look no further. The 10-11 students work on building their math, literacy & writing, and Spanish skills in small groups in the morning, then dive into a social, active...READ MORE
Because we have a two-grade band (sophomores and juniors) and have the good fortune to teach our students for two consecutive years, we focus on a distinct Human Ecology curriculum in each year of this two-year cycle. One year focuses...READ MORE
Raven teachers serve as mentors and coaches who help students balance their need for support and their need for independence. The foundation of teaching ravens is forming open, candid, and playful relationships. Raven teachers enjoy this stage of adolescence and...READ MORE
The idea and implementation of Band Parents has been a work in progress at Sage for several years. Band parents are intended to be a resource for new parents, other band parents, and another friendly face in the crowd. They...READ MORE
Objectives: Students will create a compelling podcast that tells a story about agriculture in Idaho. Students will understand how the industrial agricultural system shapes the economic, social, and/or environmental character of Idaho. Students will continue to consult local experts to...READ MORE
At The Sage School, we call the 10-11 the Ravens or the Local Apprentices. At this later stage of adolescence, students are growing into their abilities. These students suddenly take on much more responsibility in their lives – they become legal drivers, they hold a jobs, they might play a sport and have to perform in front of a large crowd every weekend, or maybe they dance and need to nail their choreography. Through many different avenues, the 10-11 students become active members of adult society. In their day-to-day, the Ravens may vacillate between being incredibly mature and poised to being irrational and childish. They sometimes struggle to reconcile a growing self-awareness and desire for independence with nostalgia for childhood.
During this time, students are continuing to learn how to balance the increasing pressures, demands, and expectations of the impending adult world. We cultivate a curriculum that meets these students where they are. To honor their advancing skills, the academic work they complete is authentically beneficial to the community (e.g. educational podcasts aired on the radio, informative debates open to the public, a farm-to-table event that raises funds for a local non-profit). We push these students to employ systems-thinking principles to help them understand how their daily choices impact their natural, social, and built environment. The Ravens spend one year studying the American System and another studying our Modern Systems through learning about food and agriculture. These themes help students realize that they are already making independent decisions, and that those decisions shape the world in which they live. The curriculum helps cultivate critical analysis skills during this stage of adolescence. It requires students to ask questions. The combination of childish innocence and adult intellect makes this stage of adolescence truly unique.