Document 3 of 9
Curriculum Framework & Scope of Instruction
3.1 Instructional Model — The Whole-Part-Whole Cycle
The VA School’s instructional delivery is built around a repeating Whole-Part-Whole cycle that operates across all cohort groups and all subjects. This model ensures that all students are constantly oriented toward high-level concepts while receiving the individualized instruction necessary to build mastery at their current level.
| Phase | Description | Purpose |
|---|---|---|
| WHOLE — Group Concept Introduction | All cohort members receive instruction on a high-level concept simultaneously. No concept is withheld from younger or earlier-stage students. | Establishes a shared high standard, exposes all students to aspirational content, and activates curiosity and forward orientation. |
| PART — Individual Micro-Instruction | The instructor works with each student individually on the specific skill components within the concept that are at their current mastery level. | Ensures every student receives instruction matched to their actual ability, filling gaps without removing the student from the group environment. |
| WHOLE — Group Reconvene & Demonstration | Students reconvene approximately every hour to demonstrate progress, apply the concept in context, and witness their peers' demonstrations. | Reinforces learning through demonstration, builds a community of mutual respect, and allows the instructor to assess progress and recalibrate. |
3.2 Cohort Group Structure
Students are organized into four developmental cohort groups. These groups are not strictly age-based but reflect the student’s current academic and developmental stage.
| Cohort | Level range | Focus |
|---|---|---|
| Early | Kindergarten – Grade 4 | Foundational literacy, numeracy, behavioral skills, and introduction to all discipline areas. |
| Middle | Grades 5 – 8 | Expanding knowledge across all content areas; developing independent learning habits and pivotal behaviors. |
| Upper | Grades 9 – 12 | Advanced academics through the highest achievable level in each subject; college and career preparation; Taekwondo mastery. |
| Higher Institute | Post-diploma, ages 16–18 | Career field immersion, credentialing, advanced academic pursuit, and capstone completion. |
3.3 Subject Areas & Content Coverage
Core academic subjects
- Mathematics — Arithmetic through advanced mathematics — algebra, geometry, pre-calculus, calculus, statistics.
- Science — Life science, earth science, physical science, biology, chemistry, physics.
- English Language Arts — Reading, writing, grammar, composition, literature, rhetoric.
- Social Studies — History (U.S. and world), geography, civics, economics.
Enrichment & applied subjects
- Computer Science & Coding — Programming fundamentals, software development, AI concepts, robotics.
- Leadership Development — Communication, decision-making, team leadership, ethical reasoning.
- Taekwondo — Physical conditioning, discipline framework, self-defense, rank progression.
- Clinical Mental Health Literacy — Emotional regulation, mental wellness, self-advocacy — embedded through the ABA pivotal behavior curriculum.
3.4 Curriculum Resources
K12/Stride Curriculum Platform
Cognia-accredited, providing structured course content, assessments, and materials across all core subject areas. Currently accessed through the school's public partnership; transitioning to direct private school licensing upon accreditation.
ABA Instructional Design
All instruction is task-analyzed, sequenced, and delivered using Applied Behavior Analysis methodology. The school's behavioral curriculum framework was designed by the Head of School, who holds advanced credentials in ABA.
Traditional Taekwondo Curriculum
Instruction follows the traditional Taekwondo curriculum as structured by the school's master-level program. Belt progression serves as a formal assessment and advancement system.
3.5 Mastery Assessment Framework
The VA School does not use conventional letter grades as the primary measure of learning. Assessment is mastery-based:
- Students demonstrate mastery of skills through performance — written, oral, and applied demonstration.
- Mastery of a complex task is accepted as evidence of mastery of all simpler constituent skills embedded within it (hierarchical competency assessment).
- Group demonstrations provide naturalistic evidence of skill generalization across the peer environment.
- Individual task analyses document each student's precise position within any given skill sequence.
- Academic records include skill mastery logs, task analysis completion records, and behavioral progress documentation.