The Lower School’s foremost instructional goal is to provide a challenging, yet sequential and developmentally appropriate curriculum for all students. With a personalized, adaptable program which integrates into the whole school curriculum, the Lower School teachers strive to meet individual learning styles and differences while helping each student to reach his/her potential. With a flexible daily schedule, all Lower School students receive reading, language arts as well as math instruction simultaneously in the morning. Through teacher recommendations, annual placements assessments, and the demonstration of academic and developmental readiness, each student is encouraged to work at his or her level. A student may work one level ahead in a specific subject or may be encouraged to repeat a level of proficiency that is not demonstrated. This may be done while the student remains with his or her peers for all other Lower School activities. The core academic courses follow a spiral philosophy. Daily, previous concepts are reinforced and reviewed while new instruction is introduced. This enables each student to work at an achievable level while building a strong foundation to become a successful, productive citizen of our school and world beyond.

Science of Reading (SOR) is the primary reading instruction given in grades K-2. SOR incorporates phonemic awareness, phonics, vocabulary, fluency, and comprehension to provide the most innovative and research-based reading curriculum. Grades two through five engage in the McGraw Hill Wonders Literacy curriculum, designed for building strong language and reading comprehension, reading fluency and vocabulary skills, and compositional writing presented for individual and group instruction. To further enhance the child's reading skills, all students (grades 1-5) must complete summer reading requirement specific to his/her rising grade level.

My Math (McGraw-Hill) was adopted for us in grades K-6. The problem-based interactive curriculum utilizes the Promethean panel as lessons begin with explorations and strategic thinking. It provides each student with the perfect bridge between interactive learning and practice. Problem solving and critical thinking skills are the focus of instruction. The students move from pictorial to abstract thinking as each lesson progresses. Emphasis is placed on reasoning rather that rote memorization of facts. Ongoing review of previously taught skills ensures proficiency and retention of taught concepts. Children and their parents may access the textbooks, homework, and enrichment activites online.

Scott Foresman Science was adopted for grades K-8. The interactive program utilizing the Promethean board is built on three levels of inquiry: teacher directs the activity; teacher guides the activity as students take more ownership of the inquiry process; teacher facilitates full inquiry as the students take the lead in conducting the experiment. All levels emphasize the scientific process, culminating in experiential activities to reach a conclusion. Children and their parents may access the textbooks and enrichment activities online.

In grade one, teacher-generated units are integrated with the reading program regarding the child and family. A year long study of the United States Presidents help your child begin to appreciate our nation’s history. The second grade and third grade concentrate on map skills, neighborhoods and communities. Grade three also explores different communities around the world using National Geographic Communities. The fourth grade explores our state, North Carolina. The fifth grade studies the United States using National Geographic United States Adventures in Time and Place. The sixth grade studies explore world history using MyWorld.

All Lower School students expand their knowledge with readings, class lectures, guest lecturers, individual projects, and class field trips.

The goal of the Modern Languages Department in the Lower School and Early Years Divisions is to encourage the acquisition of another language. An important element of 21st century skills is the ability to communicate with diverse populations, and learning how to communicate in Spanish facilitates that opportunity. In addition to exploring and learning about other cultures around the world, students participate in activities to develop their communications skills in all four modalities of language acquisition- listenting, reading, speaking, and writing. While developing the "hard-skill" of communication in Spanish, students all develp "soft-skills" of clearer and respectful communication, cultural awareness, and citizenship in our global society.

The Lower School Music program of Wayne Country Day School uses the Orff-Schulwerk approach in teaching the students the elements of music. The goal of Orff-Schulwerk is to create a magical, joyful, and game-like atmosphere in which a student can learn to read, write, perform, analyze, and create music. Music activities are highly sequential, skill related, and focus primarily on the five elements of music; rhythm, melody, harmony, timbre, and form. Unlike most methods, the Orff-Schulwerk approach is bound by no textbook, or repertoire of teaching material.  It draws from folk music, poetry and original melodies. The singing and playing of pitched and unpitched percussion instruments along with creative movement is used to provide verbal, musical and corporeal expression. With Orff-Schulwerk, music is used as a vehicle in developing self-awareness, self-involvement, discipline, confidence, creativity and sensitivity.

Our Physical Education department provides a structured program to instill a desire for lifetime health and physical fitness. Beginning in the Preschool and continuing into High School, our emphasis is upon the individual: encouraging your student to emulate the classic goal of maintaining a healthy mind in a healthy body. Physical activities, both competitive and noncompetitive, are blended with the overarching philosophy of full participation and team building. At the end of the day, we believe that the desire to achieve both physically and mentally is essential in the education of the whole child. Assessments in physical fitness mark the beginning and end of each school year. In this way, you and your child are able to chart the progress achieved during the course of the year. Nutrition and healthy living choices are taught, and students are encouraged to share their daily experiences. We incorporate our cultural heritage by providing age appropriate units in ethnic dancing and music. Ultimately we want students to learn about different sports and activities that they can use for life-long fitness and health.

Our Lower School Art Program covers a broad spectrum of materials, projects, and studies. This is achieved at the readiness pace, and according to age and abilities. The materials used can be crayons, colored pencils, markers, paint, pen and ink, construction paper, tracing paper, scissors, glue and pastels. Projects range from stenciling, holiday creations, Chinese caricatures, portraits, still life, studying and copying famous work to creating advertisements. We also learn and apply art techniques from other countries. Wycinanki, started by Polish sheepherders, is a symmetrical cut paper process. Notan, used in Japan, produces positive and negative space with paper design. Students primarily work independently and sometimes in groups collaboration and shared presentation. The art studio's environment is casual, yet classroom rules are practiced and technology is used for art facts, clarity, and discussion. Each task is given clear directions, examples, questions, and encouragement; yet, students may take artistic risks, which foster their own unique creative expression.