It is a long standing Live Oak tradition that the first graders bring a schoolwide post office to life in the final unit of the year. Their guiding questions are: 如何使用寫作進行交流？作為一名作家，我該如何變得更好？ 在本單元中，學生將學習識別信件的五個部分（標題，問候語，正文，結束語和簽名）以及人們寫的信件類型。學生給學校社區的成員寫一封友好的信，併為祖父母和特殊朋友日的人寫一封邀請信。學生還學習識別說服策略（邏輯，妥協，最後通牒）。社區中的每個人都參與其中，信件被發送給成人和學生。當收到信件時，會有微笑和興奮的回信。對於沒有接觸過實際寫信的孩子來說，這是一種獨特的經歷，對整個社區都有好處。
Second graders delve deep into reading and writing nonfiction. They work towards understanding how to read across a variety of nonfiction texts to learn about a topic and that nonfiction text includes features such as images, captions, diagrams, and glossaries that deepen their knowledge. In writing some of the learning goals include collecting information about a topic of their choice using a variety of sources such as books, expert interviews, photographs, observation, video, and internet, and categorizing their research to determine what is important and what is not. They write books about a topic of interest and create lab reports from the experiments they conduct in science.
In kindergarten, student study patterns and attributes as they explore questions that help them learn. Their questions include: How do I create, recognize, and extend patterns? Where do I see patterns in the world? What is an attribute? Using the NTCM standards, students sort, classify, identify and extend patterns throughout the unit. To make these ideas concrete and to incorporate play, patterns and attributes are investigated through dress up, thematic activities, books, and their own personal experiences.
In the final unit of eighth grade humanities, students study intersectionality and voting. One of the understanding goals for the unit is that we must know what intersectionality means in order to understand and address inequities, and that we need to understand how different aspects of identity for marginalized groups compound and create a unique form of oppression. Students learn about the fight for and eventual ratification of the 19th Amendment and that the success of a democracy is dependent upon its definition of citizenship and how opportunities to participate in civic life are granted, protected, and chosen.
In sixth grade, students learn about plants, photosynthesis, and cycles of matter. Asking questions about the role that plants play in their lives, they learn about the carbon and nitrogen cycles. Students are guided to understand the structures of plants that support life on Earth and the role they play in the cycles of matter. Through research and Cornell notes, they learn the role of plants in the creation of our atmosphere, the process of transpiration, photosynthesis, and the carbon and nitrogen cycles. The final assessment is a detailed, illustrated, and creative depiction of the cycles of matter.
In the "All About Me" unit, students explore how they are growing and changing and how a variety of experiences help them understand their similarities and differences with other people. Through stories, play, discussions, and activities, students learn about the things that connect us and the things that makes unique. For the culminating performance of understanding, students create a poster that illustrates (through art and writing) various aspects of self and family.
First graders being the year by studying friendship and community. They consider what it means to be a good friend and community member and how they fill other people's "buckets". Students strive to understand why we need to be considerate of each other in order to function as a group and that when a conflict arises there are steps we can take to solve it. They also gain perspective on how we become friends with people because we share something in common (interests, goals, dreams) and we enjoy their company. The culminating project is a mural depicting their understanding of friendship.
In Middle School, all students have an advisory that meets twice a week and uses the Responsive Classroom Advisory format. The purpose of advisory is to give students a "home base" and a touch point during their busy days. The leader of the advisory maintains a close relationship with their advisees and works with their parents when needed. In a group of 12-14 students, advisory is a place to build relationships and work on social emotional topics. The CASEL framework is used in advisory through activities and discussions such as Open Session which is a structured and safe way for students to bring concerns, events in their lives, and other issues they may be struggling with to a wider audience. It is anonymous and allows for other students to offer advice, connections, and support. Other goals of advisory are to support student-to-student affiliations, academic readiness, and strengthening the relationship of the advisor and the advisees.
In addition to making art, Live Oak’s program is concentrated on developing an appreciation and understanding of art across the globe, now and throughout history. The focus during these years is to understand how art and courage are linked, how to create a sense of movement in their work, and that art is a necessary and elemental modality for self-expression and for capturing the character of a given society. Through artist studies such as Marisol, Betye and Allison Saar, Kara Walker, and Etel Adnan students explore technique and inspiration. Engaging units like Afrofuturism and Street Art challenge to students to ask questions about and consider the role of art in a variety of contexts.
Middle schoolers take drama through their three years. From drama enthusiasts, to intrepid beginners, all students support each other in taking chances and literally trying on new personas. From improv to marketing a play to applying make-up, students learn about and participate in all aspects of theatre, plays, and musicals. Students also have the option to participate in the school plays which take place twice a year. From tech to performing, students can find ways to be a part of the productions that are comfortable to them.
In music, students learn that music tells a story. Students are given opportunities for self-expression throughout their musical education at Live Oak. Teachers strive to give students a joyful introduction to singing, instruments, and musical collaboration. Beats, patterns, and the roots of many genres are explored. Students also learn the basics of music notation.
As students progress in their musical familiarity and skill, they delve into different kinds of music, different stories music tells, and the idea that music provides all of us with a chance to see ourselves and others in such a diverse discipline. Both the 低年級 and the 中學 perform in festivals in the spring.
Students begin Spanish in the fourth grade. Introducing students through music, art, and physical movement allows them to enter into a new language with excitement and engagement.
Kindergarten is all about playfully exploring the world! Design projects include cardboard frames, block printing, stop motion animation, and building. Each project builds on skills and incorporates new tools. During the water unit, students make wooden boats in the ChangeMaker Lab and test them out at McLaren Park. To make their flotilla, they learned about using drills and wood glue as part of their design process.
In first grade, design and innovation projects include building structures, block printing, designing and building tools to use in the Learning Garden, and light and sound explorations. Using recycled and found materials, first graders design and build their own musical instrument. They think about how sound is transmitted, the qualities of melody, and the nature of waves and vibrations.
The Mathematician Project is a cross-curricular project where students spend time in both humanities and math researching mathematicians such as Srinivasa Ramanujan, Cathleen Morawetz, Gottfried Leibniz, and Maryam Mirzakhani. This year’s iteration of the project involved time in the ChangeMaker Lab, where they created three-dimensional representations of their mathematician relating to their inventions, creations, beliefs, and lives.