What Makes Us Different: Our Cohort Design
One of the first things families will notice about REC is that our classrooms don’t look like traditional grade-level silos. Instead of separating children strictly by age, we intentionally organize students into two learning cohorts: K–2 and 3–5. Within these cohorts, students learn together — younger and older side by side — while still receiving instruction and expectations aligned to their individual grade levels.
This design choice is not about convenience. It is deeply intentional and rooted in how children naturally learn, grow, and lead.
Learning Happens in Community, Not Isolation
In the real world, children are rarely grouped only by birth year. Families, churches, teams, and communities are inherently multi-age. At REC, we want our learning environment to reflect that reality.
When younger students share a space with older peers, they are constantly exposed to what growth looks like:
They see reading fluency develop over time.
They observe more advanced problem-solving and reasoning.
They witness older students persevering through challenges and learning from mistakes.
This exposure builds aspiration and confidence. Younger students begin to think, “One day, I’ll do that too.” Learning becomes a visible journey, not a hidden destination.
Leadership Is Learned by Doing
Just as younger students benefit from observing older peers, older students grow through daily, natural leadership opportunities. In a cohort classroom, leadership isn’t assigned through titles or programs — it emerges organically.
Older students:
Model appropriate classroom behavior
Help explain concepts to younger peers
Assist with routines and transitions
Practice patience, empathy, and responsibility
These moments may seem small, but over time they build something powerful: confidence, ownership, and servant leadership. Teaching and guiding others deepens understanding and develops character in ways no worksheet ever could.
Grade-Level Learning, Shared Space
A common question we hear is: “But how do students stay on grade level?” The answer lies in intentional planning and skilled instruction.
While students share a learning space, instruction is purposefully differentiated:
Core skills are taught at appropriate grade levels
Expectations and outcomes remain clear and specific
Teachers guide students individually and in small groups
Sharing a space does not mean lowering standards — it means meeting students where they are while allowing them to grow within a broader learning community.
Why We Believe This Matters
We believe:
Children rise to the expectations they can see. Watching older peers learn and lead inspires younger students to stretch and grow.
Leadership is formed through responsibility, not age alone. Older students become leaders by serving, modeling, and mentoring — daily.
Learning is relational. Growth accelerates when children feel connected, valued, and part of a shared journey.
Our cohort design reinforces that education is not just about academics — it’s about becoming. Becoming confident learners. Becoming thoughtful leaders. Becoming part of a community that values growth at every stage.
A Classroom That Grows Together
At REC, our K–2 and 3–5 cohorts allow children to learn with and from one another, every day. It’s a model that honors individual progress while celebrating collective growth.
That’s what makes us different — and why our classrooms are designed to grow together.
With grace and grit—
Kehla
