Our lower school curriculum is tailor-made to facilitate the gradual transition of all Trent InternationalE students, from the foundational necessities of our holistic method to the flourishing of individual thought and academic exploration. It is our mission to allow each and every student to grow into an individual, without the compromise of core and integral academic skills that will function as necessity in their future schooling.

We are excited to bring IB (the International Baccalaureate) Primary Years Programme (PYP) to our elementry grades in near future. The PYP program focuses on the development of the whole child as an inquirer, both in the classroom and in the world. It prepares students to become active, caring and life long learners who respects themselves and others while participating in the world around them.


First Grade

Trent first graders are presented with a comprehensive plan for high quality, international education. The curriculum is taught within a framework of essential elements—the knowledge, concepts, skills, attitudes, and actions that young students need to equip themselves for successful lives. Key subjects taught are reading, writing, speaking, vocabulary, mathematics, science, and social studies. Students will also realize how each subject connects to another. Additional classes will be taught in Music, Art, Spanish, Chinese, and Health/Physical Education.


Second Grade

The second-grade program utilizes and builds on skills learned in the previous year. Students will attain a deeper understanding of detailed course work. We will delve deeper into the Sciences, Mathematics, Reading, Social Studies. Also, students will participate in activities to further develop their self-esteem and social skills.


Third Grade

Third grade is seen as a platform for expansion in which the scholarly and imaginative minds fuse and grow simultaneously to create a highly academic and individual student. Our curriculum details into the specificity of each subject, as with increased age and knowledge base comes the increased ability to comprehend a new spectrum of subject matter. With the combination of re-introducing previous knowledge and its integration into new ideas, the students grow and intertwine their foundation of knowledge. Visual and performing arts are used to further the ideas of self-expression and individualization of each student.


Fourth Grade

The fourth grade curriculum is geared towards the reviewing of previously learned subject matter through its integration and repeated use in new and challenging material. While the general subjects seem to be highly similar to those of previous years, the relative specificity and difficulty of the material is such that each child will be challenged to excel to their full potential. These skills learned will be crucial for further study. Visual and performing arts are used to further the ideas of self-expression and individualization of each student.


Fifth Grade

Fifth Grade is a transition period between the elementary and middle schools. For this reason, a student’s fifth year contains a form of final review and solidification of prior subject matter while, at the same time, a highly accelerated learning program allows for the transition into middle school to be smoother. This is exemplified by the development of their social skills and ability to multi-task.

In order to accomplish this, the students’ curriculum consists of English Language Arts (ELA), Science, Social Studies, and Math. For ELA, students learn about literary terms and story elements. Grammar and Writing are an integral part of this part of the curriculum. Students work on vocabulary skills through novels, short stories, and a vocabulary book. For Science, there are various chapters that deal with various aspects of Earth Science. Social Studies covers from the time of the original thirteen colonies to westward expansion. Math covers concepts such as place value, addition, subtraction, multiplication and division of integers, fractions, basic geometry, and various other concepts. The students begin to work be encouraged to work more independently or with a partner.