Hampton schools to implement ‘signature experiences’ in younger grades to encourage community, career awareness

In Hampton schools, even the youngest students are on a “work-based learning continuum.”

What does that mean?

Starting in kindergarten, students already are building the blocks that lead from self-awareness to community awareness and, ultimately, career awareness and readiness. The approach seeks to help students answer three questions: Who am I? What do I want? How do I get there?

Last summer, the division was named the first Ford Next Generation Learning K-12 Community in the nation. Ford NGL, which is supported by the philanthropic arm of Ford Motor Co., focuses on getting more businesses and community groups involved in schools so students are better prepared for careers when they graduate. The division’s high school academies became part of the Ford NGL Community in 2017.

Chief Academic Officer James Harris said the division recognized that this work couldn’t be limited to the high schools.

“We knew we had to backwards-map this, which is why we started in kindergarten to ensure that we align our efforts,” he said.

The program for younger students has been piloted over the past year and implementation for third through eighth grade begins this fall. Kindergarten through second-grade experiences will continue in the pilot phase at some schools this year. The division refers to the approach as “signature experiences.”

In kindergarten, students begin with observing and recognizing growth. For example, they’ll learn about plant growth in their “Kinder Garden,” then draw self-portraits each quarter to recognize their growth. At the third grade level, that self-awareness would include keeping reflection journals and gratitude jars, then culminating with a “Museum of Me” exhibit at the end of the year, a visual representation that the student creates.

In fourth grade, students would focus on community and participate in activities such as visiting city council and creating an advocacy campaign. In fifth grade, the focus shifts to careers with visits to industry partners and a “reverse career fair” where students would take on the role of a business and make a presentation at the end of the year.

The focus becomes more local in middle school with students learning about the maritime industry or navigating the Hampton Roads Transit system.

Though the activities are not unique to Hampton schools, division officials say the approach works because it is more strategic and intentional. Experiences are layered and written into the curriculum, giving all students the same opportunities.

Nour Habib, nour.habib@virginiamedia.com