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. For the Curriculum Documents, please see the links to the right for specific grade levels.
- English Language Arts
- Information Literacy
- Physical Education
- School Counseling
- Social Studies
- World Language
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.
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.
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
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.
The Information Literacy Curriculum prepares students to think critically, create responsibly, communicate effectively and engage collaboratively. Aligned with newest ISTE and AASL standards, this curriculum reflects the skills that students need to be successful in school and careers.
The PreK-8 math curriculum is rigorous, engaging, and fully aligned to state standards. The new Region 14 elementary mathematics curriculum subscribes to a balanced approach in the teaching and learning of mathematics in which fact fluency, conceptual understanding, and application are equally emphasized. Classrooms across the district are abuzz with children actively engaged in ‘mathematizing’ their worlds. Lessons have been carefully crafted to help students discover structure in our number system, make connections among concepts, and generalize their understanding.
Being able to communicate effectively is critical in any environment, and the Region 14 mathematics classroom is no exception. Students are provided with ample opportunities to hear and critique the reasoning of others and are challenged to justify their own thinking and reasoning to the mathematical community. The collaborative and supportive classroom culture serves a as a catalyst for rich mathematical discussion which includes friendly debate and the opportunity to craft mathematical arguments.
NHS Academic Learning Expectations - Graduates of Nonnewaug High School will demonstrate that they are:
The Region 14 Schools Music Curriculum aligns with the 2014 National Core Arts Standards and encourages students to reach their full potential in music through creating, performing, and responding. Creating tuneful, beatful, and artful musicians is at the foundation of the Region 14 Music Curriculum. Students in preschool and kindergarten experience music through movement, simple songs, and pitch exploration. After the foundation has been established, the focus moves to creating musically literate students through musical experiences that encourage students to decode, read, and write music. This foundation allows Region 14 Schools to offer experiences that challenge students musically and encourage students to expand their musical knowledge through ensemble opportunities in band, orchestra, and choir.
At Woodbury Middle School, students continue to build on their musical foundation and explore and participate in engaging musical experiences that make them an active part of their musical journey. Students are encouraged to take risks and begin to refine their skills on their instrument through the many opportunities offered in music.
At Nonnewaug High School, the music curriculum encourages students to stretch themselves as musicians and experience music in a variety of ways. Musicians continue to explore their craft and refine their skills while also being encouraged to branch out into other ensembles and music classes. It is the goal of the Region 14 Schools and Music Department for students to graduate with a love and appreciation of music that they will take with them into their adult lives.
School Counseling Program Mission Statement
The Counseling Department strives to support students in achieving success while promoting the American School Counselor Association next generation research based standards that impact student achievement and academic performance. Mindsets and behaviors that play significant roles in student success fall into three categories: Academic Development, Career Development, and Social and Emotional Development. Moreover, the State of Connecticut and the School Counseling Mission further highlight supporting student success via individual planning and course articulation, fostering civic responsibility, and promoting college and career readiness. All of the services, activities, and accomplishments below are in keeping with these beliefs and this mission.
School Counseling Program Goals
The school counseling program will focus on achievement, attendance and/or behavior goals. Details of activities promoting these goals are found in the curriculum, small-group and closing-the-gap action plans.
A comprehensive proactive and preventative curriculum; starting with our youngest students, School Counselors will assist in character education; fostering civic responsibility and kindness, bullying awareness and assist students in skill development in becoming productive and well-adjusted. Counselors will have multiple touch points with 100% of students including individual check-ins, classroom lessons, and systematic review of all student progress and establish an intervention protocol in the Counseling Dept. This will also allow for true vertical transition in terms of expanding services and supports for students as they move and grow from PK-12 in Region 14 schools.
The Social Studies curriculum is based on the Connecticut Elementary and Secondary Social Studies Frameworks. At the heart of this guide is the inquiry process. According to the frameworks, this process is "critical for effective student understanding of history, geography, civil and economics and this idea is emphasized though the frameworks” as well as the Region 14 Curriculum maps. This means at the center of our teaching of Social Studies is the concept of asking and answering compelling questions about the subject matter. Additionally, the frameworks are based on the work of the National Council of Social Studies. The Council recommends some guiding principles for learning Social Studies. These include these important understandings:
- Social Studies prepares the nation’s young people for success in college and career as well as informed, engaged participation in civic life.
- Inquiry is at the heart of social studies participation.
- Social studies education is related to the Common Core State Standards for English/language arts and literacy in history/social studies.
The Social Studies curriculum creates an engaging and curious environment from learning about first about our community. Then students learn about their state and the New England region. Form here students move on to knowing our country, and finally our world.
For more information visit: http://www.sde.ct.gov/sde/lib/sde/pdf/board/ssframeworks.pdf
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.