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Curriculum

The state standards (Common Core Standards) provide an outline of what all students should know and be able to do in each course at each grade level. A curriculum spells out the plan for implementing the standards. The curriculum sets priorities for the content, establishes a scope and sequence, refines learning goals, suggests pacing, and identifies key resources (such as a textbook series or program) that can be used to support student learning. The curriculum provides a road map for teachers to navigate and guarantees consistency from classroom to classroom and school to school to assure that students, regardless of their specific teacher, get approximately the same instructional program.

Below are the Curriculum Summaries. If you would like specific grade level information, please see the links to the left.

Region 14 Curriculum Summaries

Agriscience

ELLIS CLARK REGIONAL AGRISCIENCE AND TECHNOLOGY CENTER

NONNEWAUG HIGH SCHOOL

WHAT IS AGRISCIENCE AND TECHNOLOGY?

The Ellis Clark Regional Agriscience program at Nonnewaug High School prepares students for employment in agriculturally related fields and/or further study in collegiate level agriculture programs. The curriculum combines practical training with academic preparation. Heavy emphasis is placed on helping students develop a sense of responsibility for themselves and their community. Students may apply to the program during any of their years at Nonnewaug High School.

OBJECTIVES OF THE COURSE

The objectives of the Agriscience and Technology course are to provide:

1. A technical background in modern agriculture for students interested in a career in agricultural industry or business.

2. A suitable background for success in their post high school careers by integrating practical agricultural training with sufficient academic preparation.

3. Vocational training to prospective agricultural business owners, operators and employees.

4. Agricultural work experience during out-of-school hours.

5. Vocational exploration for agriculturally-oriented students.

6. Experience in leadership, social and cooperative activities in order to develop good citizenship through FFA activities.

CONTENT OF THE COURSE

The course content is based on the interests and needs of the students, in accordance with the employment opportunities in the broad field of agriculture. Content follows the guidelines set forth by the State Agriscience and Technology Curriculum Guide as well as the National Council for Agricultural Education.

COURSE OF STUDY

The course includes exploratory agriculture during the freshman year. Areas of animal science, plant science, agricultural mechanics, FFA/Leadership Training and agricultural tractor operation are offered.

Sophomores are offered the opportunity to begin specialization by choosing 4 different marking period or quarter courses. Nine courses offered to sophomores include Agricultural Mechanics, Agricultural Production, Aquaculture, Greenhouse Plant Production and Processing, Landscaping, Local Food Production, Natural Resources Management, Veterinary Science and Horse Management. In the junior and senior years, students are permitted to pursue their studies in one of nine (9) major areas, Nine courses offered to juniors and seniors include Agricultural Mechanics, Agricultural Production, Aquaculture, Greenhouse Plant Production and Processing, Landscaping, Local Food Production, Natural Resources Management, Veterinary Science and Horse Management.

There are three areas of instruction in the total program. They are as follows:

1. Classroom, laboratory and field instruction: It is in these areas that students learn the technical information necessary and its practical application.

2. Work experience program: All students enrolled in the Agriscience and Technology program are required to have some practical experience in some phase of agriculture through their required SAEP (supervised agricultural experience program). This experience may be on a farm or as an employee in an agricultural business, such as a horse stable, veterinarian’s office, greenhouse business or garden center, landscaping business, or any other ag-related business.

3. FFA: Participation in this intracurricular youth organization acts as an extension of classroom instruction. The FFA program teaches leadership, citizenship, cooperation and skill development. Local chapters are affiliated with the State and National organizations and skill development competition. All students enrolled in the Agriscience and Technology course are required to belong to the FFA.

SAEP DATA

A Supervised Agricultural Experience Program (SAEP) is an essential part of the Agriscience and Technology curriculum. It is a form of work experience beyond classroom time that provides additional experiences in the area of agricultural interest. All sophomores, juniors and seniors are required to have an approved SAEP and must accumulate at least 200 hours each year in their approved SAEP. Freshmen are encouraged to secure an acceptable SAEP during their freshman year, but are not required to work until June 1st of their freshman year. These experiences should enhance your knowledge, skills and abilities in your area of interest. An SAEP will enable you to apply what you learn in Agriscience and Technology to an outside program or job that may develop into a future career. In order to receive the additional one credit for the SAEP portion of your agriscience grade, you must fulfill the following requirements.

THE FFA ORGANIZATION

All students enrolled in the Agriscience and Technology course are required to belong to the FFA. This is a national organization of students studying Agriscience and Technology which has as its main goals the development of leadership, citizenship and cooperation. The organization is intra-curricular; that is, it is an integral part of the curriculum. Monthly meetings are held at regularly scheduled hours during the regular school day.

Art

Coming soon.

English Language Arts

Pre K-8 Language Arts

Grades Pre K-8

Region 14 teaches literacy within a comprehensive literacy framework. This is a framework that is designed to "balance" instruction in which students spend time receiving direct instruction from teachers in reading skills/strategies, phonics/word study principles, and writing skills/strategies along with time spent engaging in these literacy activities independently. Comprehensive Literacy ensures that students are provided both direct, explicit instruction and time to practice in order to become proficient readers and writers. It provides and improves the skills of reading, writing, thinking, speaking and listening for all students with the goal of developing life long readers and writers.

Our curriculum is designed to be responsive to developmental stages. Our differentiated workshop approach allows students to be engaged with reading and writing experiences appropriate to their point in development, and our teachers assess students at regular intervals to inform their instructional decisions. Instruction focuses on assisting students to build independence as readers, writers, speakers, listeners, and language users. Our students engage in reading and writing a wide range of literature as well as informational texts. They engage in thinking within, beyond and about the texts they are reading and writing about. They will respond to the varying demands of audience, task, purpose, and discipline.

This model is delivered across three main teaching blocks:

1-Language and Word Study

2-Reading Workshop

3-Writing Workshop.

9-12 Language Arts

Grades 9-12

Region 14 Schools and the English Department believe that mastery of one’s own language is the foundation of a complete and quality education. The major components of language study include critical thinking, reading, listening and viewing; effective communication; and successful collaboration.

As a department, we are committed to providing all of our students with the instruction and support needed to acquire these skills. The English Department prepares students to meet Learning Expectations one and four and measures achievement of these expectations through curriculum-based assessments utilizing the applicable school-wide rubrics in English 10, 11 and 12.

Students in grades 9-12 have the opportunity to read in a variety of genres and forms. They are given exposure to classic and modern texts with the emphasis on connecting across time and texts to understand the human condition. They are provided with opportunities to write in a variety of formats and genres in order to develop the skills to be able research a variety of sources, cite, and produce a piece of writing that can respond to the varying demands of audience, task, purpose, and discipline. Emphasis is given to be able to write and edit work so it conforms to the guidelines in a style manual.

NHS Academic Learning Expectations - Graduates of Nonnewaug High School will demonstrate that they are:

1. Critical thinkers readers, listeners and viewers; and,

4. Effective communicators.

Math

Pre K - 8 Math Summary

9 - 12 Math Summary

MATHEMATICS DEPARTMENT
Grades 9-12

Region 14 Schools and the Mathematics Department seek to fully develop the mathematical abilities of our students. The ultimate goal of the program is to graduate individuals who are quantitatively literate and who are ready to successfully handle quantitative aspects in the real-world.

The Mathematics Department prepares students to meet Learning Expectation 2 and measures achievement of this expectation through cooperative group projects, discovery learning, and an emphasis on higher order thinking skills. Additionally, students receive instructed aimed to help them develop the Common Core Mathematical Practices that allow them full access to the field of Mathematics.

Every course in the Mathematics Department is designed to increase reasoning skills, strengthen problem‐solving abilities, and promote an understanding of the power of Mathematics. They are also designed to develop inquiry skills and the habits of planning and perseverance. In all math courses, students are expected to clearly explain and justify their problem‐solving strategies. Technology, in the form of calculators (hand held TI‐83 or TI‐84) graphing calculators and computers are integrated into the curriculum to aid in the discovery of important concepts and for problem solving.


NHS Academic Learning Expectations -
Graduates of Nonnewaug High School will demonstrate that they are:

2. logical and creative problem-solvers.

Music

Coming soon.

Physical Education

Coming soon.

Science

Coming soon.

Social Studies

Coming soon.

Technology

Coming soon.

World Language

Coming soon.

Teachers are the educational professionals who bring the curriculum alive through organizing the curriculum into units of instruction and daily lessons. The teachers must match the learning goals to the specific learning needs and styles of the students in order to help students master the content.

The Connecticut State Board of Education adopted the Common Core Standards in 2010. Region 14 is transitioning local curriculum in K-12 English Language Arts and Math to align with the Common Core and with the new generation of state assessments.



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