- Core Knowledge – Sequenced Curriculum (language and literature, history and geography, visual arts, music and science).
- Story Town – a PreK-6 reading /language arts program filled with a variety of fiction and nonfiction literature.
- Bridges Math (K-3rd), Math Expressions (4th & 5th), Big Ideas Math (6th-8th) – Mastery in Math Skills
- Institute for Excellence in Writing – a clear, sequential, and effective method of teaching writing that reinforces history, science, literature and other content areas.
- Social and Emotional Learning- Coburg Community Charter School primarily uses Lions Quest curriculum to teach social and emotional learning.
- Skill Days – Community immersion projects taught by community members or teachers and community service projects.
- Parents are involved with the education of their children resulting in an education based upon a strong intra-community effort.
- Small class sizes – offer more one-on-one guidance for students.
Many people say that knowledge is changing so fast that what students learn today will soon be outdated. While current events and technology are constantly changing, there is nevertheless a body of lasting knowledge that should form the core of a Preschool-Grade 8 curriculum. Such solid knowledge includes, for example, the basic principles of constitutional government, important events of world history, essential elements of mathematics and of oral and written expression, widely acknowledged masterpieces of art and music, and stories and poems passed down from generation to generation.
Knowledge builds on knowledge. Children learn new knowledge by building on what they already know. Only a school system that clearly defines the knowledge and skills required to participate in each successive grade can be excellent and fair for all students. For this reason, the Core Knowledge Sequence provides a clear outline of content to be learned grade by grade. This sequential building of knowledge not only helps ensure that children enter each new grade ready to learn, but also helps prevent the many repetitions and gaps that characterize much current schooling (repeated units, for example, on pioneer days or the rain forest, but little or no attention to the Bill of Rights, or to adding fractions with unlike denominators).
A typical state or district curriculum says, “Students will demonstrate knowledge of people, events, ideas, and movements that contributed to the development of the United States.” But which people and events? What ideas and movements? In contrast, the Core Knowledge Sequence is distinguished by its specificity. By clearly specifying important knowledge in language arts, history and geography, math, science, and the fine arts, the Core Knowledge Sequence presents a practical answer to the question, “What do our children need to know?”
Literacy depends on shared knowledge. To be literate means, in part, to be familiar with a broad range of knowledge taken for granted by speakers and writers. For example, when sportscasters refer to an upset victory as “David knocking off Goliath,” or when reporters refer to a “threatened presidential veto,” they are assuming that their audience shares certain knowledge. One goal of the Core Knowledge Foundation is to provide all children, regardless of background, with the shared knowledge they need to be included in our national literate culture.