Research has shown us that highly gifted children learn differently - they need fewer repetitions to master material, and they are quickly ready and eager to delve into higher levels of thinking. Thus, an appropriate learning environment for the gifted must provide the student with opportunities for REFLECTIVE THINKING, PROBLEM SOLVING AND CRITICAL EVALUATION. It must stress concepts which develop opportunities for creative expression and encourage divergent thinking as well as convergent thinking.

The curriculum for the gifted must be differentiated and transformed from the conventional units and grade levels.  It is important to recognize that the children will often differ extensively in their rates of learning at any given time, as well as in their styles of learning. These factors result in a highly individualized and flexible program. Time is provided for independent study and for pursuit of special interest.

In both the Lower School and Upper School, emphasis is placed upon concept building, meaning, relationships, and the process as well as product of particular disciplines. The curriculum in all areas is specifically tailored to meet the intellectual needs and learning styles of gifted children, while providing age-appropriate social and emotional support.