The Berkeley Carroll School

Lower School

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Private kindergarten, preschool, and elementary students enjoy exploring multiple approaches to solving problems and their teachers are expert guides who help them navigate the landscape of elementary learning. Our students know the facts, algorithms and vocabulary, not simply because they’ve been taught, but because they’ve built an understanding of each topic which they will expand on each year.

Project work is an important part of our curriculum at all grade levels and teachers from all disciplines collaborate to plan learning experiences for the students. Our unique Integrated Learning Blocks provide time when all the specialist teachers (science, art, aquatics, music, PE, dance, information technology and STEAM) are able to lead or join in classroom activities and lend their particular perspective and expertise. Our Spanish Partial-immersion Program is a part of all Lower School classrooms every day.

Our Community

In our school we respect each other: when we talk, work and play together we are kind, honest and fair. Everyone here is important and we all take care of each other.


The Statement of Respect, above, guides our interactions as a school community. We recognize that academic learning is intertwined with the social and emotional growth of our students and we strive to create an environment that promotes the development of the whole child. Students learn best when their classrooms are places where they feel safe, challenged and joyful and where the adults around them are supported in their commitment to provide such a setting. The Lower School, including our private kindergarten, preschool, and elementary school, has adopted the Responsive Classroom approach. Practices including the Morning Meeting, Rule Creation, Interactive Modeling, Positive Teacher Language, Collaborative Problem-solving and Logical Consequences have solidified a consistent climate and set of expectations that create an optimal setting for learning.

Walking through the halls and classrooms of our early childhood and elementary buildings, one encounters children who understand and feel ownership of their classroom rules and routines and who feel secure in their environment. Our students are given many opportunities to work and play cooperatively with one another and to develop the confidence to assert themselves in academic and social situations. A positive approach to discipline, with the goal of self-control, allows children to fix and learn from their mistakes.

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