other worlds
Our students
are imagining...
other worlds.
next question
Our students
are imagining...
the next question.
Our students
are imagining...
healthy planet
Our students
are imagining...
a healthy planet.
power of words
Our students
are imagining...
the power of words.
tell stories
Our students
are imagining...
how to tell our stories.
your future
Our students
are imagining...
your future.
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Social-Emotional Learning at Sequoyah

The Pond (K-1) class shares about their study of feelings and emotions.

Individuality & Differences

Junior High students share what they’ve learned about the value of differences.

Curious about
Sequoyah's curriculum?

Director of Curriculum
& Student Support

Success at school is grounded within a close home-school partnership. To reinforce that partnership, we strive to create a shared understanding of how teaching and learning works school-wide, and how it may work for each student, in each of their classrooms, underlying their social, emotional, and academic development over time. Read more…


A Sequoyah education is dynamic and adaptable.

At Sequoyah, children are trusted and challenged in a diverse community where they are appreciated for their individuality and supported by an integrated, developmental approach to learning.


The interaction between teacher and child
is as important as the subject matter.

– Sequoyah School brochure, 1958

Our teachers believe that each learner brings unique life experience, motivation, and interests into the classroom. Attending school in a nurturing, supportive learning environment helps children develop strong social and emotional skills, self-confidence, and a positive attitude towards school.


A multi-sensory approach to learning utilizes and sharpens all of the learning senses.

Academic disciplines are introduced in meaningful contexts in which students are given the time for deliberate exploration, careful investigation, and playful discovery. Building on major concepts, processes, and skills, teachers guide students to realize connections between ideas. Field studies, class projects, and performance ensembles are designed to draw upon individual learning styles and group collaboration while reinforcing subject-matter understanding.


Life is not compartmentalized. Learning is a continuous process of increasing breadth and depth.

Extra-curricular activities and a co-curricular schedule of classroom hot lunches, electives, all-school meetings, stewardship projects, student government, and service learning provide consistent opportunities to practice values in action framed by Sequoyah’s Habits of Mind.


Sometimes we learn best when we teach each other.

Relationships are an important dimension of student learning and begin with peer groupings in mixed-age classrooms which span two years. Each year, new groupings create opportunities for second-year students to learn leadership and incoming students to experience the challenge and excitement of working with older students. Establishing lasting relationships across grade levels fosters a positive culture and solid foundation for academic learning.


Students are challenged to apply what they learn and to construct meaning from what they know.

In each area of study, there is a core of knowledge and concepts that all students are expected to learn. Working toward achieving mastery, students are often asked to demonstrate their growing understanding by solving real-world problems like, “How much money did we raise at hot lunch today?”

Sequoyah School is accredited by

 California Association of Independent Schools (CAIS)

Western Association of Schools and Colleges (WASC)

Sequoyah is a member of the National Association of Independent Schools (NAIS), the California Association of Independent Schools (CAIS) and the Integrated Curriculum Group (ICG).



To become curious, motivated, self-reflective learners who generate questions to deepen understanding
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