It's a wonder they spend any
time sitting at their desks

All Seabury students have busy days chock full of learning opportunities. In addition to – and integrated with – the core curriculum, those include exposure to a rich array of special programs, including physical education, French, performance arts, library / literacy, artists in residence, field experiences, regular all-school gatherings and more. 


Art

Walking through Seabury's classrooms is like walking through the galleries at an art museum. It's a visual feast – every wall hung with artwork. The pieces pop with color, burst with individuality and often evoke the style of artists we know or discover thanks to our students and their art specialist.

The Seabury Visual Arts Program is based on the Getty Center’s Discipline Based Art. Developed by Seabury art specialist, Marion Head, it is also designed to connect to Seabury’s integrated curriculum units wherever possible. The program includes art production, art criticism, art history and aesthetics – the philosophy of art. We also endeavor to bring the students in contact with Tacoma-areas artists as often as possible.




Performing arts

Students learn about and participate in all aspects of the production of a live theatrical play, both in front of and behind the curtain. On the production side, this includes creating an overall concept for a script, writing an outline, turning the outline into a rough draft of each scene and editing the rough draft into a final script. An organizational chart of jobs is used to show all of the departments of a production and after exploring each area, students choose a job to be responsible for, in addition to their role on stage. Jobs range from sound and light design to publicity to accounting. Each student designs a concept for the staging of one scene and all students will take part in building the final set as well as serving as stage crew during the live production. In front of the curtain, teams of at least one student per grade will act together to perform each scene.

Students practice how to act in front of an audience as an individual and with a team. Skills include learning a variety of songs and simple dances which teach them melody, counting beats, entrances and exits from the stage and timing, spatial awareness, vocal projection, body language, active listening and timing of responses. The performing arts program also supports students in developing confidence in public speaking, presentation skills, and teamwork.



French

The French program at Seabury uses the “Total Physical Response” technique which introduces 
students to French in the same way they learned their first language – through listening and responding first, and then eventually speaking. An academic study of French doesn’t begin until middle school so that students develop vocabulary and strong speaking skills prior to learning the written language. TPR uses games, activities, and songs led almost entirely in French with physical prompts to help students understand what is being spoken. Songs are always acted out as the words are sung in French to make it easier to remember what the words mean. 

There is a natural progression from comprehension to speaking. After learning words orally, students do activities with words that emphasize speaking and, as students get older, reading. Topics include the weather, winter, animals, numbers, colors, holidays, food, days of the week, body parts, the alphabet, seasons, names of countries and languages. Older students apply all new and review vocabulary in sentences with verbs using the various pronouns.



Physical Education

Lower school students participate in physical education in a variety of ways. In Pre-K,they have an opportunity to learn basic skills including ball skills, skipping, and their first try at jumping rope. They begin building motor skills, hand-eye coordination, and following directions for games/activities.

 As students progress through kindergarten, first and second grades, these basic skills are built upon with more complex variations. Third through fifth grade students practice more complex motor skills, ball skills, and the nuances of specific games and sports. All students take swimming lessons at nearby Norpoint Centre during winter term PE.

At the middle school, students work to develop an interest in a variety of physical activities, enrich teamwork, and are encourage to work within their capabilities. Partnering with the nearby Downtown Y, students have access to a full-sized gym, and dance and yoga studios. While there, students take part in running, yoga, stretching, and a variety of games . Students also participate in a swimming program that emphasizes water safety.

Throughout the PE program, there is an emphasis on mindfulness, how we treat our bodies, and how our actions affect those around us. 





Library / literacy

Seabury School’s library program supports and enriches the school’s curriculum and its gifted students with a vital and ever-growing collection of physical and digital resources, including books at both campuses, eBooks and audiobooks, databases, book sets for classroom use, and a teacher/parent resource collection. We also take advantage of the resources offered by the three excellent public library systems that serve our region and offer reciprocal memberships to patrons. 

Our library curriculum works to help students learn to navigate their way through the snowballing quantities of information in our society, with the ultimate goal being students who are effective, responsible, critical and independent users of information. Students are exposed to fiction and nonfiction and they learn to understand the difference. They hear and read literature in a variety of genres, both in physical and digital formats. They learn about the major children’s book awards, especially the Caldecott, Geisel and Newbery. They learn to navigate the physical library and to select books of interest at appropriate reading levels. They learn to use physical and digital sources to solve information problems. They learn to use the computer catalog to find books on library shelves and begin to develop an understanding of the Dewey Decimal system. We also strive to develop in students an appreciation for literature and a love for reading.



Our Friday all-school gatherings feature a variety of content. We always sing. Sometimes students perform or classes present a slide show of a field experience. Other times it's a joke of the day (or six). Once a month we celebrate birthdays. But we always start with the Pledge of Allegiance and end with We're Family, adopted as the Seabury Song. On the first Friday of each month, the middle school attends, too, and families are especially encouraged to come. (Refreshments are served.)

On First Fridays at the lower school, the middle schoolers stick around after gathering and all students participate in a morning of enrichment classes led by Seabury teachers. Science, art, gardening and yoga have all been in the mix on these fun Fridays where 
4-year-olds work next to eighth graders and Seabury proves once again that we're a family.


Our before-care and after-care programs can extend the school day from 7 a.m. to 6 p.m. Experienced imaginative childcare professionals are on hand to make sure children's days begin and end with positive educational, social and safe experiences.

Our after-school enrichment activities vary depending on the interests of students. Offerings have included Chess4Life, sewing, Bricks4Kidz, drawing, needlework, math circles, photography, drama, garage band, choir, Mad Science, Destination Imagination and more. The Middle School has hosted Fencing Club, Yearbook Club and Writers' Club and gaming. 

Experiences in the field can be as close as our backyard habitat behind the lower school Media Center – or as far away as France. Our classes take frequent curriculum-related field trips. We take advantage of the abundant natural and urban resources in Tacoma, the Puget Sound area, the state – and beyond. Our students and faculty – especially our middle schoolers and fifth graders in the Bridge program – consider the community their classroom. Our kids might spend as much time outside the classroom as in it.

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