Academics
Lower School | Pre-K–5

Beyond Academics

Webb School of Knoxville's commitment to excellence is unparalleled, and our wise guidance ensures that your child is known. Our personalized approach to educating students inspires them to discover their full potential in an environment that celebrates their individual strengths, and promotes a community of learners.

Beyond the Classroom at Webb

In our Lower School, educating the whole child is paramount. That includes providing a dynamic mix of co-curricular experiences that help create a well-rounded and balanced school life for our young learners. These opportunities expose our students to new environments, help them grow in self-awareness and self-expression, and strengthen our school community.

List of 14 items.

  • Academic Honesty

    Academic honesty is at the heart of the Lower School and is expected of all students at all times. Accepting the responsibility and credit for one’s own work is the core of academic honesty. Academic dishonesty includes, but is not limited to, all areas of plagiarism such as copying directly from a book without giving credit to the author and/or copying homework, class work, or test responses from another student.

    We are building a school community where everyone’s best efforts are respected and celebrated. There is simply no need for academic dishonesty. Any instance in which there is conclusive evidence of such will be referred to the director. A student faces possible dismissal from school for a case of academic dishonesty.
  • After-School Care

    In recognition of the fact that not all families can make arrangements to have their child/ren picked up at school at 3:15 p.m., the Lower School provides after-school services. The service is essentially structured by the individual student. He or she may play outside on any available space, use the library for quiet study, recreational reading or research, or utilize other facilities if the appropriate supervision is available.

    After-school care is available for any child on any day that school is in session (including parent conference days). The service begins at 3:15 p.m. and extends until 6:00 p.m. Snack is provided each day for students in aftercare.

    The after-school care program is led by a faculty representative. Students from Webb's Upper School as well as area colleges serve as aftercare counselors.
  • After-School Clubs

    The Lower School also offers an after-school, extracurricular program for its students. The extracurricular portion provides students with opportunities to explore areas of particular interest or talent. This program is completely voluntary, with a specific menu of activities offered at each grade level. Student leadership organizations, special interest organizations, and interscholastic athletic teams comprise the bulk of these extracurricular activities.

    These activities are sponsored by either Lower School faculty or special instructors that work with the school.
  • Class Field Trips

    Each grade level takes at least four trips during the school year. At least two trips remain the same from year-to-year with the other two depending on curricular interests and special events in the East Tennessee area.

    A letter is sent home by the supervising faculty member to the parents, describing the details of the field trip. Parents are required to sign a consent form giving students permission to go on the field trip. Transportation is arranged by the school and school standards for behavior and dress are in effect unless specifically stated otherwise.
  • Community Meeting

    Each day, the Lower School community gathers at 8:15 a.m. in the commons for our daily Community Meeting. During the meeting, we say the Pledge of Allegiance, announce birthdays, share faculty or student announcements, and/or host any special speakers or events. Community meeting is a time for the entire Lower School to gather as a family.

    A vital component of our Community Meeting is the Lower School Creed, which is recited by all students, faculty and staff:
    "This is the beginning of a new day.
    I have been given this day to use as I will.
    I can waste it or I can use it for good.
    What I do today is important because
    I am exchanging a day of my life for it.
    When tomorrow comes, this day will be gone forever,
    Leaving in its place something that I have traded for it.
    I want it to be gain, not loss; good, not evil; success, not failure;
    In order that I shall not regret the price that I paid for it."
  • Community Service

    Beyond the curriculum, our community service program constitutes another important foundation of the Webb Lower School experience. Our community service program strives to heighten awareness and sensitivity to the needs of others within the community, promote within our students a greater understanding of the larger Knoxville area, and develop the conviction of service in our children.

    Our mission of community service is to genuinely encourage and promote volunteerism in our children by selecting age-appropriate projects for each grade level through the insight of the faculty at Webb and parent volunteers; thus fostering a sense of pride and respect within our children, both intellectually and socially, which will potentially aid our students in becoming effective community leaders in the future.
  • Homework

    Homework is an important element of Webb's Lower School academic program. This preparation, when thoughtfully assigned and completed, reinforces learning and understanding, enriches and sustains reading and critical thinking skills, and fosters responsibility and organizational skills.

    There is a progression of homework guidelines that begins with minimal tasks at the primary level and proceeds to a more demanding schedule at the intermediate level, ranging from short family activities in pre-kindergarten to perhaps 90 minutes of work in the fifth grade. At each grade level, teachers carefully monitor the amount of work required of students in daily assignments, test preparation, and long-term projects. If a student is regularly spending more than two hours a night on homework, the parents should investigate the work habits of the student both at home and at school, and schedule a conference with the teacher. Homework is expected to be complete and turned in by the student on the assigned due date.

    The issue of parent support with homework is one of degree and intent. Teachers use the thoughtfulness and completeness of a child’s homework as a learning gauge for his or her understanding of and proficiency with the material. Parental intervention that invalidates that process is detrimental to the education of the child. The school discourages anything more than minimal parental intervention in work that a child brings home.

     
  • Library

    The Lower School Library is an integral part of the school. Its media program integrates a resource-based learning approach to provide students with opportunities to develop concepts, attitudes, and skills that are essential in the information age. The media center is a learning laboratory and an extension of every classroom.

    Students in pre-kindergarten through fifth grade visit the library weekly to stimulate a love and an appreciation for reading. Open blocks of time are available in the schedule to allow for research skills to be taught in context with the curriculum. An open door policy gives students and teachers access to the library when seeking information or using recreational reading materials.
  • Lower School FAMILIES

    The Lower School’s multi-age experiences begin and are cultivated as early as pre-kindergarten and continue through fifth grade to help foster growth in our young students as learners and leaders. For our FAMILIES program, each "FAMILY" consists of a family head – a Lower School faculty or staff member – and at least one student from each grade level. Lower School FAMILIES meet once a month for a planned activity. The focus of each meeting ranges from community service projects to team-building activities.

    The FAMILY members remain the same from year-to-year. Each FAMILY crafts a FAMILY crest at the beginning of the year, which incorporates that year’s leadership theme.
  • Performances

    During the school year, the Lower School music teacher works with each grade level to create a vocal or musical performance for families and friends to enjoy. These performances are based on a particular theme. The school provides an opportunity for parents to purchase a video copy of each performance.
  • Personal Counseling

    The Lower School's part-time counselor is available to individual students, groups, families, faculty, and staff who need supportive and confidential services; providing a "safe" environment for students, faculty, and families to discuss issues and concerns. The counselor also addresses issues that affect the entire student body and plans grade-appropriate classroom activities and visits throughout the school year.
  • Reading Buddies

    Reading Buddies is a partnership developed between two classrooms of different grade levels - e.g., kindergarten partners with third grade, first grade partners with fifth grade, and second grade partners with fourth grade. When the buddies meet, they may read books together, complete an art activity, participate in a center, or play together. It is amazing to see how the older students have taken on a "big brother" or "big sister" role with their younger buddy.
  • Standardized Testing

    Standardized testing is conducted in grades four and five in the spring of every year. The Education Records Bureau's (ERB) Comprehensive Testing Program IV is administered.

    The purpose of administering this test is to offer another barometer for measuring the individual aptitude and achievement of Lower School students. Through an understanding of what this test is attempting to measure and what an individual’s score reflects, parents and school personnel can better support a student’s efforts to learn.

    The results of the testing become part of each student’s record, and a copy of the scores from the fourth and fifth grades is mailed to the parents. The school encourages parents to set up an appointment with the director should they seek guidance in interpreting the test scores.
  • Tutoring

    In general, the employment of tutors should be unnecessary during the school year, except in unusual and temporary circumstances. The Lower School program is designed so that any student who listens attentively and does his or her work responsibly on a daily basis will benefit from the program. If additional explanation is necessary, the student or his/her parent should contact the classroom or special area teacher to arrange a mutually agreeable "extra-help" session.

    The school acknowledges the spectrum of maturity levels potentially represented in any given class and/or any given grade level. That spectrum of developmental of readiness in learning is primarily handled within the confines of the classroom through the use of various teaching techniques and formats, assistant teachers, technology, volunteer parents, and older students. On occasions, though, certain students may be recommended or required by the school to work with a tutor outside of the regular school day to support and reinforce academic progress.