The Center for Place-Based Education defines this approach to education as the immersion of students in "local heritage, cultures, landscapes, opportunities, and experiences, using these foundations for the study of language arts, mathematics, social studies, science, and other subjects across the curriculum." At NPES we tap into this way of learning by engaging deeply and regularly with our community, neighborhood, city, country, and world in a variety of ways. In addition to our local studies, our Travel Program takes students further afield. 

Reflecting NPES’ commitment to inspiring curiosity and nurturing lifelong learning, we focus on creating deep connections with our location and  all students participate in field studies, ranging from nature programs and theater productions to concerts, museums, and community organizations. Field studies complement the curriculum in which students are engaged. We view the rich cultural diversity of our North Center/Ravenswood/Lincoln Square neighborhood and the larger city of Chicago as an extension of our classrooms, and seek engaging and joyful opportunities for students to broaden perspectives, discover new interests, and learn to appreciate all that our city has to offer.

Middle School students also engage in periodic neighborhood explorations, learning with respect about the history, geography, and demographics of a Chicago community before participating in a guided walking tour of the area with a focus on culture, history, architecture, art, and social justice issues like affordable housing, employment opportunities, access to health care, and more. Upon return to school, they create something (such as a work of art, a poem, a podcast, or video) that poses or explores a question they have about the community they visited to share with our school community. Recent neighborhoods explored include Humboldt Park, Chinatown, Bronzeville, and Uptown.

All NPES students engage in service learning around the city each year. This work can involve visits to urban gardens, food pantries, community organizations, and other places where Chicagoans are working together for a more inclusive, equitable, and just city and world. Our focus is not on service alone, but also on what people who have different life experiences, identities, and perspectives can teach us about the world. In the early years, service themes are tangible and hyper-local. As students grow, the ideas they explore deepen and broaden to include more global issues. At the middle school level students participate in a dedicated Service Learning course during which they are guided to find their own passions and design and execute ways in which they plan to make a difference in their community.  Each class has an essential question they explore through service learning:

• Early Childhood: How can we be positive and active members of our community?
• Kindergarten: How can we help animals in need in our community?
• First Grade: How can we demonstrate inclusion, learn from, and create a sense of belonging for members of our community living with developmental delays?
• Second Grade: How can we ensure food security for all of our neighbors?
• Third Grade: How can we welcome and support newly arrived immigrants and refugees to our city?
• Fourth/Fifth Grade: How can we be stewards of our natural environments?
• Middle School: What issue do I feel passionate about and how will I bring about change?