Primary (K-2nd)

Wonder, Foundations, Community

Group of children on a hiking trail in a forest, holding sticks and posing for a photo.

In the primary years, learning begins with wonder. Students explore the natural world with curiosity and joy, discovering patterns, rhythms, and relationships that form the foundation for lifelong learning. Through stories, play, and hands-on projects, children build early literacy and numeracy skills while developing persistence, creativity, and care for the world around them.

Teachers create environments rich in materials, movement, and choice, offering guidance, feedback, and reflections that nurture both independence and connection. Projects weave together reading, writing, math, science, social studies, agriculture, outdoor play, and the arts so that children experience learning as whole, relevant, and alive.

By rooting academics in nature and daily life, students grow as confident explorers, compassionate friends, and engaged members of their community.

Prospective students must be 5 years old by August 31st


*Should your child's birthday be close to that date, you may request an individual evaluation to assess their readiness for the Kindergarten Program. 

A man in a pink shirt and shorts speaks to a group of children sitting on a wooden bench in an outdoor covered area. The children are smiling and clapping, with some wearing rain boots. There are large white singing bowls on a circular mat in the for
Group of children gathered around a table displaying a large paper tree craft with green paper grass and trees, inside a classroom.
Children and a camp counselor walking in a forest trail, some children are smiling and posing for the camera, wearing backpacks and outdoor clothing.
Children gathered under a wooden shelter, looking at notes or papers, with a whiteboard in the background reading 'ECO SYSTEM' and other writing at a summer camp or outdoor classroom.
Children engaged in a paper craft activity at a wooden table in a classroom or library, cutting out paper skeletons with scissors and gluing parts together, surrounded by art supplies.
Four children sitting on a shaggy rug looking at large animal flashcards spread out on the floor in a classroom.
A group of children sitting on the grass near the roadside, listening to a woman who appears to be teaching or talking to them, on a sunny day.
Two young girls looking at a piece of paper with drawings of flowers, sitting at a wooden table outdoors surrounded by green bushy plants and fallen yellow leaves.
A young boy with blonde hair smiling and holding a caterpillar in his hand while standing outdoors in a forest.
A view of tall trees with green and yellow leaves in a forest, sunlight filtering through the canopy, and a partly cloudy sky visible through the branches.
A group of young children sitting on the wooden floor of a classroom with children's artwork and educational posters on the walls. They are looking at open notebooks, some with drawings or writing.

Curriculum At-A-Glance

  • Kindergarten – Discover through curiosity and play: storytelling, counting, planting, observing nature.

  • 1st Grade – Build skills through practice: pollinator gardens, simple shelters, storybook creation.

  • 2nd Grade – Connect curiosity to systems: animal care, watershed mapping, local history plays.

Description of Subjects

Our Project-Based Learning model integrates all grade-level, standards-based subjects (ELA, Math, Science, Social Studies, SEL, Eco-Arts, Regenerative Agriculture, STEAM, Outdoor Education & Survival, and Music) into meaningful projects connected to nature, community, and real-world problem-solving.

  • Literacy skills are cultivated daily through authentic experiences. Students practice phonics and decoding in the younger grades, then build toward fluency and comprehension through engaging texts connected to project themes. Writing is integrated into projects as students document research, craft narratives, create persuasive pieces, and reflect in journals. In this way, reading and writing become purposeful tools for communication and storytelling rather than isolated drills.

  • Math concepts are taught through real-world applications within projects. Students explore number sense, operations, geometry, measurement, and data analysis in meaningful contexts—such as tracking plant growth in the garden, designing structures, mapping trails, or budgeting for a classroom project. Sacred geometry and patterns in nature provide inspiration for both conceptual understanding and creative application.

  • Science comes alive through inquiry, observation, and experimentation outdoors and in the classroom. Students ask questions, test hypotheses, and document findings as part of their projects. From studying ecosystems in the forest, to experimenting with renewable energy, to analyzing soil quality in agriculture, students apply the scientific method while connecting to natural cycles and phenomena.

  • History, geography, civics, and culture are integrated into projects that connect students to their place and community. Younger students learn about their immediate environment and local traditions, while older students engage with broader historical themes and global perspectives. Projects might include studying the Cherokee history of North Carolina, simulating early settlement life, or exploring democratic decision-making within the classroom.

  • Students engage with the cycles of planting, harvesting, composting, and animal care as part of their projects. Agriculture lessons highlight soil health, biodiversity, and sustainability, teaching children how humans can work in partnership with the land. From preparing meals with harvested foods to designing regenerative systems, students learn both practical skills and ecological responsibility.

  • Outdoor Education builds awareness, resilience, and connection through direct experience in nature. Projects might include camping, shelter-building, water purification, orienteering, and fire-making (with age-appropriate progression). Students also practice mindfulness and observation in the forest, learning to track animals, identify plants, and cultivate both confidence and humility in wilderness settings.

  • STEAM projects invite innovation and problem-solving rooted in nature. Students design and build structures, experiment with simple machines, explore coding and robotics, and integrate artistic design. The STEAM lab and outdoor spaces become testing grounds where creativity and critical thinking merge, showing students how human innovation can mimic and collaborate with the natural world.

  • Eco-Arts blends creative expression with ecological awareness. Students use natural materials and recycled resources to create visual art, music, and performance pieces that celebrate and interpret their projects. Whether painting with natural dyes, building community sculptures, or composing songs inspired by the forest, Eco-Arts fosters self-expression while deepening appreciation for the natural world.

Students Learn To…

Group of children playing outdoors, some with toy swords and shields, surrounded by green trees and grass.

Kindergarten : Explore Through Wonder & Discovery

 Projects in Kindergarten grow from children’s natural curiosity. Whether asking “What lives in our forest?” or “How do gardens grow?” students engage through stories, play, and hands-on exploration. Early literacy and math skills are introduced in authentic ways—counting seeds, labeling plants, sequencing stories, and journaling about discoveries.

Three children sitting at a wooden table, one girl looking into a microscope while the other two boys observe. The scene is in a rustic, barn-like setting.

1st Grade : Build Foundations Through Play & Practice

 First graders expand on their curiosity by blending imagination with real-world problem-solving. They design pollinator gardens, build simple shelters, and create storybooks to share. Reading, phonics, and writing are reinforced through storytelling and research, while math concepts like addition, subtraction, shapes, and patterns are applied in measuring, constructing, and comparing. Projects foster independence, teamwork, and responsibility.

Four children playing outdoors with tambourines, engaging in a musical activity, on a grassy field with trees in the background.

2nd Grade : Connect Curiosity to Community & Systems

 Second graders broaden their view to include the wider community and natural systems. Projects might involve caring for the school flock, mapping watersheds, or writing plays about local history. Students strengthen reading comprehension and writing through research and reporting, while math grows to include multiplication, division, and data collection—always applied to real-world contexts. They begin to see themselves as problem-solvers and caretakers of both community and environment.

Focus & Skills

  • Heightened curiosity and wonder about the natural world, noticing patterns, cycles, and details in daily experiences.

  • Early exploration of art and handwork, using natural and open-ended materials to foster creativity, patience, and fine-motor skill.

  • Foundational understanding of food and farming—planting, harvesting, and caring for animals with joy and responsibility.

  • Strong beginnings in mathematics, using numbers and patterns in practical, hands-on ways that connect to everyday life.

  • A growing confidence in reading, phonics, and writing, with storytelling and journaling as tools for communication and imagination.

  • A sense of science and social studies rooted in direct experiences—life cycles, habitats, community, and cooperation.

  • An emerging identity as capable learners who can contribute to their class and care for their environment.

A young boy wearing camouflage clothing is swinging on a tree branch in a forested area, smiling at the camera. Another child wearing a white shirt with colorful patterns and dark shorts is standing nearby on a dirt path, watching him.

Unstructured Forest Time

WBNS students are learning outdoors as much as possible and traversing the property throughout the day.  Additionally, and as and alternative to the tyical 30 minute "recess" alloted at most schools, students experience 1-1.5 hours each day of unstructured (but not unsupervised!) time in our woods, fields, trails, and creeks.   They build natural shelters, create games, construct dams in the creek, and check in on various habitats of the bugs, insects, birds, and wild animals who reside on our campus. 

Three children exploring a small muddy creek in a wooded area, playing among rocks and logs.

The WBNS Difference

What sets WBNS apart is not just what we teach, but how we teach it. Our early childhood educators are mentors, guides, and observers—trusted adults who see the child as whole and capable from the start. Our campus is full of natural materials, open-ended tools, and engaging spaces that encourage movement, choice, and creativity. And our rhythm balances structure and freedom, giving students the safety they need to take meaningful risks and grow.

We believe children thrive when given the chance to move their bodies, engage their senses, and connect learning to real life. The result is a community of confident, grounded, and joyful learners who are ready to step into the world with curiosity and care.

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