At Frisch we teach students, not subjects.
The curriculum and methodology for each course at Frisch is an integral part of an educational plan, our meta-curriculum. The meta-curriculum is the framework which allows a rich variety of teachers of various disciplines to work toward the school’s educational vision of what the ideal eighteen-year-old product of a Frisch education should know and be able to do. Frisch students are not passive recipients of information; they are active learners who acquire, analyze, synthesize, articulate and apply knowledge. Everything we do in each of our disciplines is designed to contribute to this process, and this process takes precedence over the specific nature of any discipline.
Each of us is unique. Students have individual sets of academic and cognitive abilities, learn best in different modalities, and mature intellectually in their own way and at their own pace. Grouping students in classes designed for each student’s level of skills and learning style enables each individual to be challenged to grow and to reach his/her potential. Beginning with the proposition that success is a much better motivator than failure and that it makes sense to focus on what the students can do, rather than on what they have not yet achieved, we concentrate in each class on the ongoing process of education, helping students acquire skills and grow intellectually with expectations which require each student at each level to stretch him/herself.
The Frisch School is accredited by the Middle States Association of Colleges and Schools, recognized by all leading American universities. In its report, the visiting team commended the yeshiva for:
…..Judaic values and concerns that are a thread carried through the entire Frisch
…..an outstanding climate, with a diverse, hard working, and highly-dedicated
faculty who believe and support the school's philosophy and goals.
…..creation of a healthy educational climate that effectively balances students’
academic, social and emotional needs.
…..enthusiastic and empathetic teachers who display an awareness of the cognitive and emotional developmental stages of students.
…..the opportunity for students to move readily from one level to another to best meet their learning needs.