Lower School

Getting started with a positive attitude about school and learning is an important step for long-term success as a student. Lower School students are just beginning their formal education, and Delphi teachers help every child do well by caring for every student as an individual, guiding them on a rich program designed to help them learn to read, write, spell and understand mathematics easily and thoroughly. Arts, physical education, field trips and afternoon activities allow students to try new things, find new interests, gain confidence and express themselves.  

A low student-to-teacher ratio means that Delphi students receive plenty of personal attention while our curriculum opens a wide world for them to explore. At Delphi, each day is an adventure!

The Delphi “Form” vs. Grade Levels

Delphi utilizes the concept of “Forms” rather than grade levels as a way of getting excellent results without forcing all students to move at exactly the same pace. We realize each student is an individual and needs to be addressed as such in his or her education. Thus every Delphi student has an individualized program, and may enroll in a Form at any time during the school year (space permitting). A student completes a Form upon accomplishing the requirements for graduation from that Form. With this system, excellence in a particular subject such as Math allows the student to move ahead and study the level appropriate to him or her as an individual. Similarly with Literature, or any other course of study, a student is never held back to the “norm” of the whole class. At Delphi Academy, each student can personally reap the full benefits of the curriculum and keep advancing as rapidly as he or she is maturing.

The Lower School covers the following levels:  Beginner 1, Beginner 2, Form 1 and Form 2. These could be considered the equivalent of kindergarten through third grade. Entry into the Lower School is available from the age of four.  All students are placed according to ability following an academic assessment.

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